Accountability issues in basic schools of Ilorin Metropolis, Kwara State, Nigeria

Concern for improvement in the quality of education in Nigeria, as in other countries, in recent years has raised demands for accountability from schools and particularly teachers. Using the descriptive survey design, this study examined the level of accountability among basic education teachers, st...

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Main Authors:	Ijaiya, N. Y. S., Fasasi, Y. A., Alabi, A. T.
Format:	Article
Language:	English
Published:	penerbit ukm 2015
Online Access:	http://journalarticle.ukm.my/9440/ http://journalarticle.ukm.my/9440/ http://journalarticle.ukm.my/9440/1/Chap7new.pdf

id	ukm-9440
recordtype	eprints
spelling	ukm-94402016-12-14T06:49:56Z http://journalarticle.ukm.my/9440/ Accountability issues in basic schools of Ilorin Metropolis, Kwara State, Nigeria Ijaiya, N. Y. S. Fasasi, Y. A. Alabi, A. T. Concern for improvement in the quality of education in Nigeria, as in other countries, in recent years has raised demands for accountability from schools and particularly teachers. Using the descriptive survey design, this study examined the level of accountability among basic education teachers, strategies for promoting accountability at the basic education level and likely challenges against holding teachers responsible for their students’ learning. Twenty five officials in charge of basic education in Kwara State Ministry of Education (MOE) and State Universal Basic Education Board (SUBEB) and 30 teachers each at the primary and junior secondary schools in Ilorin Metropolis were selected as the study participants, using stratified random sampling technique. Evaluation and Accountability Questionnaire (EAQ) with reliability coefficient of .78 was used for data collection. Descriptive statistics of percentage, mean and rank-ordering were used to answer the five research questions raised in the study, while chi-square was used to test for significant difference on issues relating to accountability between educational administrators and teachers, at .05 level of significance. Findings revealed that teachers felt moderately responsible for their students’ academic performance, especially in Mathematics. Thorough supervision and use of rewards were the best measures of promoting accountability while lack of sufficient instructional aids was seen as the greatest obstacle to teachers’ accountability. It was recommended that: effective accountability policies be formulated for basic education in Nigeria with explicit rewards and sanctions; meaningful support needs to be provided for the schools, educators and students; and supervision should be all-encompassing, focused on teaching, examinations and overall students’ needs.tasty’s video penerbit ukm 2015 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/9440/1/Chap7new.pdf Ijaiya, N. Y. S. and Fasasi, Y. A. and Alabi, A. T. (2015) Accountability issues in basic schools of Ilorin Metropolis, Kwara State, Nigeria. Jurnal Pendidikan Malaysia, 40 (2). pp. 151-158. ISSN 0126-6020 / 2180-0782 http://www.ukm.my/jurfpend/articles_for_vol_40(2)_2015.html
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Concern for improvement in the quality of education in Nigeria, as in other countries, in recent years has raised demands for accountability from schools and particularly teachers. Using the descriptive survey design, this study examined the level of accountability among basic education teachers, strategies for promoting accountability at the basic education level and likely challenges against holding teachers responsible for their students’ learning. Twenty five officials in charge of basic education in Kwara State Ministry of Education (MOE) and State Universal Basic Education Board (SUBEB) and 30 teachers each at the primary and junior secondary schools in Ilorin Metropolis were selected as the study participants, using stratified random sampling technique. Evaluation and Accountability Questionnaire (EAQ) with reliability coefficient of .78 was used for data collection. Descriptive statistics of percentage, mean and rank-ordering were used to answer the five research questions raised in the study, while chi-square was used to test for significant difference on issues relating to accountability between educational administrators and teachers, at .05 level of significance. Findings revealed that teachers felt moderately responsible for their students’ academic performance, especially in Mathematics. Thorough supervision and use of rewards were the best measures of promoting accountability while lack of sufficient instructional aids was seen as the greatest obstacle to teachers’ accountability. It was recommended that: effective accountability policies be formulated for basic education in Nigeria with explicit rewards and sanctions; meaningful support needs to be provided for the schools, educators and students; and supervision should be all-encompassing, focused on teaching, examinations and overall students’ needs.tasty’s video
format	Article
author	Ijaiya, N. Y. S. Fasasi, Y. A. Alabi, A. T.
spellingShingle	Ijaiya, N. Y. S. Fasasi, Y. A. Alabi, A. T. Accountability issues in basic schools of Ilorin Metropolis, Kwara State, Nigeria
author_facet	Ijaiya, N. Y. S. Fasasi, Y. A. Alabi, A. T.
author_sort	Ijaiya, N. Y. S.
title	Accountability issues in basic schools of Ilorin Metropolis, Kwara State, Nigeria
title_short	Accountability issues in basic schools of Ilorin Metropolis, Kwara State, Nigeria
title_full	Accountability issues in basic schools of Ilorin Metropolis, Kwara State, Nigeria
title_fullStr	Accountability issues in basic schools of Ilorin Metropolis, Kwara State, Nigeria
title_full_unstemmed	Accountability issues in basic schools of Ilorin Metropolis, Kwara State, Nigeria
title_sort	accountability issues in basic schools of ilorin metropolis, kwara state, nigeria
publisher	penerbit ukm
publishDate	2015
url	http://journalarticle.ukm.my/9440/ http://journalarticle.ukm.my/9440/ http://journalarticle.ukm.my/9440/1/Chap7new.pdf
first_indexed	2023-09-18T19:54:53Z
last_indexed	2023-09-18T19:54:53Z
_version_	1777406462637637632

Accountability issues in basic schools of Ilorin Metropolis, Kwara State, Nigeria

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