n Journal of Emerging Trends in Educational Research and Policy Studies - Self-assessment of teaching effectiveness of chemistry teachers in secondary schools

Volume 5, Issue 2
  • ISSN : 2141-6990
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The study investigated self-assessment of teaching effectiveness of Chemistry teachers in secondary schools. Participants were 103 teachers (male=47, female=56) selected from 86 out of 184 public secondary schools in Ekiti State using stratified random sampling technique. The instrument for collecting data was a self-constructed Teaching Effectiveness Questionnaire, divided into two parts. Part 1 dealt with biodata including gender (male/female) and teaching experience in years defined as Low (0-5), Average (6-15) and High (16+). Part II contained 30 items clustered into seven categories ranging from teacher's personality to teacher's evaluation skills, each item rated on a five-point scale: Excellent=5, Very Good=4, Good=3, Fair=2 and Poor=1, with reliability coefficient=0.813 using Cronbach-α. Data were analysed using means, standard deviations, t-test and One-way ANOVA tested at 0.05 level of significance. Results showed that teachers' self-assessment of teaching effectiveness in Chemistry was very good, female teachers rated their teaching effectiveness in Chemistry higher than the males while experience had no significant influence on self-assessment of teaching effectiveness. It was recommended that teachers should justify their self-assessment of teaching effectiveness by transforming their pedagogical and evaluation skills into reality for the optimum benefits of students in Chemistry.

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