CHAPTER ONE

INTRODUCTION

Background of the Study

Education in Nigeria is an instrument for effecting national development (NPE,

2013). Government’s effort to provide qualitative and quantitative education to most of

her citizenry is manifested in the expansion and population growth in schools. Both

Federal and State Governments spend huge proportion of annual budgets on education.

The National Policy on Education (2013) stipulated that secondary education is an

instrument for national development that fosters the worth and development of the

individual for further education. Education at Secondary School level is also known as

the bedrock and foundation towards higher knowledge in tertiary institutions. It is an

investment as well as an instrument that can be used to achieve rapid economic, social,

political, technological, scientific and cultural development in the country.

In educational organisations as in any other organization, especially at the

secondary school level, the need for a principals’ effective leadership is paramount if the

nation is to achieve the lofty aims and objectives of her education. This is not surprising

given the role of education as the hub from which every spoke of development rotates.

As a matter of fact, Learners are more interested now than in the past about the

importance of education and how crucial it is for their personal development and for the

nation's development.

1
 Teachers are important components of education in the realization of educational

goals. They are also the most important person in teaching who manages learning

experiences and environments. In teaching, teachers use their knowledge, skills, attitude,

and practice, and students’ performance highly depends on teachers’ readiness in

establishing the activity (Namunga & Otunga, 2012). Teachers play an important role in

the teaching and learning process to improve students’ learning outcomes and their

effects towards students’ learning appear to be sustained and accumulative (Darling-

Hammond, Wei, & Johnson, 2012). The influence of a good or bad teacher not only

affects the students’ learning during their present year but also in their further years.

In many literatures, teachers are required to have good competences,

performance, actively involved in professional development, engage knowledge with

current issues, conduct the tasks ethically, and show commitment or responsibility in

teaching practice at school. Teachers also require to engage in learning opportunity in

professional development such as workshop, mentoring, and training to support their role

(Tanang & Abu, 2014). Teacher professional development is a priority of education

systems, for teachers need to update their skill and knowledge base. Studies have shown

that professional development programs develop teachers’ knowledge, pedagogical skills,

increase confidence in teaching and also develop positive attitude on teaching and student

learning (Radford, 2018).

The professionalism of teachers has been observed extensively as one of the main

issues in education. The government has always answered this issue by carrying on and

2
improving policies in education. It is proven by the issuance of No.14 Act 2005 about

teachers and lecturers by Nigerian Government that particularly focuses on the

improvement of teacher professionalism. Furthermore, teachers' professionalism is

determined as the competences that meet professional education standards so that a

teacher is required to possess a qualified professional background and to obtain the

competences as professionalization principles. These competences include; pedagogical

competence, personal competence, social competence, and professional competence.

Teacher competences are related to how good teachers fulfill their roles as an

educator, including how well-prepared a teacher in the class is until the evaluation needs

to be done, and how long the process will last properly (Dessler, 2009). These criteria

defined the performance of teachers when teachers are being assessed based on the tasks

accomplished within an exact period. Teacher professionalism is the way teachers think

about their profession, why they should be professional, and how they behave and

implement their knowledge and skills in relation to their profession. Many studies have

discovered that the improvement of professionalism will drive the boost of rewards

(professionalization) that teachers will gain appropriately. In addition, it should virtually

complement, since the teachers put many efforts in improving their teaching quality, they

need a motivation instead. Otherwise, they might not even think to improve their

qualifications as long as they could deliver what they have possessed to the students.

3
 Teacher professional misconduct has increasingly emerged as one of the serious

issues of concern, which affects the attainment of educational goals across the globe in

recent years. The incidents of teacher professional misconduct with varied nature have

been reported in several countries. In Nigeria, sexual relationship with students, and

downloading of extreme pornography on school laptops are among some serious teacher

misbehavior practiced by teachers in schools (Page, 2014). In the USA, between 2001

and 2005 there were more than 2500 cases of teacher misconduct of varied forms, such as

raping, seducing and sexual abuse of students by their teachers (Brown, 2016; Carlson,

2007). Asian countries, China, India, and Bangladesh, in particular, have reported

incidents of teacher misconduct in schools (Hallack & Poisson, 2002). In Africa,

particularly Sub-Saharan African countries experience serious cases of teacher

misconduct among educational institutions (Ng’oma & Simatwa, 2013).

Nigeria, like many other countries, has also been experiencing several cases of

teacher professional misconduct among its educational institutions. Mass media such as

radios, televisions, newspapers and social networks, as well as different studies, have

unraveled several different forms of teacher misconduct in the country. The common

forms of misconduct among Nigerian schools include absenteeism, sexual misconduct,

corruption, private tutoring, unethical dressing, drunkenness, unethical language,

examination malpractices (Mfaume & Bilinga, 2017; Mabagala, 2016; Betweli, 2013).

As noted elsewhere, teacher misconduct regardless of its form or magnitude has a

detrimental impact on the attainment of educational goals. Teacher misconduct,

4
particularly absenteeism and lateness, affect the teaching of the subject content, where

teachers fail or partially accomplish the syllabus (Betweli, 2013).

As a result of the prevalence and impact of teacher misconduct in schools,

different countries have put in place through their education policies, the strategies to

mitigate teachers’ professional misconduct in the attainment of educational goals. These

countries have established some strategies to ensure the head teachers and teacher's

effectiveness in fulfilling their daily responsibilities. Such strategies range from the pre-

service preparation (training), appointment (recruitment), and in-service training.

During the past 20 to 30 years, there has been a major shift towards allowing

educational institutions greater self-management and self-governance in a drive to

improve school effectiveness (Gray 2014). This trend has become evident in a variety of

forms in Australia, Canada, New Zealand, the United Kingdom and parts of the United

States of America (Taylor & Bogotch, 2014; Petty & Green, 2017). In spite of its

widespread practice and implementation of these and other more recent initiatives to

enhance school effectiveness in schools, no clear or uniformly accepted set of guidelines

or assumptions with regard to the assessment of school effectiveness exists. There is,

according to Brouillette (2017), “no set of shared assumptions about the actual evaluation

on school effectiveness”. To date, most of the evaluative work on school effectiveness

has been, according to Giles (2005), conducted as part of policy research, and has tended

to focus on monitoring implementation guidelines and using this information to identify

features of successful school development plans (SDPs).

5
Statement of the Problem

It is a fact that no education system can rise above the level of its teachers.

However, obtaining and retaining quality teachers for better performance is a major

source of concern that is facing educational planners at all levels worldwide. Many

teachers are discontent with their noble career, and to majority of them, teaching is just a

stepping stone to better careers (Appiah-Agyekum, Suapim & Peprah, 2013; George, &

Nyagaya, 2015). Njiru (2014) stated that, many studies indicated that teachers have low

job satisfaction due to poor working conditions such as, low pay, high workload, lack of

in-service training, promotion, lack of accommodation among others. Researchers on

education related issues such as Oswald (2012); Ngimbudzi (2009) showed that the

working conditions among secondary school teachers, particularly in rural areas does not

attract teachers.

Their findings revealed that the working environment do not invite high qualified

teachers to work in remote areas compared to the urban areas. The studies have also

shown that teachers are facing many problems in their day to day activities including

poor working environment, poor living conditions together with low salaries. Despite all

these studies, still little assessment has been made to determine the likely causes of

teachers’ professional misconduct in secondary school setting in Ilorin South Local

Government Area, as a result the current study intended to fill the gap.

6
 Many researchers have carried out different studies on the roles of school

management and the outcomes on students’ learning outcome but those that focus on the

teachers’ unprofessionalism and secondary school effectiveness are either very scanty or

not in existence. This has opened a wide research gap to be filled on the effect of

teachers’ professional misconducts and secondary school effectiveness in Ilorin South

Local Government Area, Kwara State.

Purpose of the Study

The main purpose of the study is to investigate the effect of teachers’ professional

misconducts on secondary school effectiveness in Ilorin South Local Government Area

of Kwara State. Specifically, the study tends to:

1. Examine the professional misconducts mostly practiced by the secondary school

teachers in Ilorin South LGA, Kwara State.

2. Examine the causes of professional misconducts among secondary school

teachers in Ilorin South LGA, Kwara State.

3. Examine the level of teachers’ professional misconduct in secondary schools in

Ilorin South LGA, Kwara State.

4. Examine the level of secondary school effectiveness in Ilorin South Local

Government Area, Kwara State.

Research Questions

The following research questions are raised to guide the study;

7
1. What are the professional misconducts mostly practiced by the secondary school

teachers in Ilorin South LGA, Kwara State?

2. What are the causes of professional misconducts among secondary school

teachers in Ilorin South LGA, Kwara State?

3. What is the level of teachers’ professional misconduct in secondary schools in

Ilorin South LGA, Kwara State?

4. What is the level of secondary school effectiveness in Ilorin South Local

Government Area, Kwara State?

Significance of the Study

Educational research is essential in providing scientific justification for exploring

strengths and weaknesses of an educational institution as well as for its development in

the future. The role of research is crucial to support government programs for better

teacher quality. To be able to provide high-quality education, teachers must be equipped

with adequate knowledge and skills that are necessary for their teaching which brings

positive learning outcomes. This research is highly significant for various reasons. The

results of the research will provide some considerations and suggestions specifically for

future development of the program and for teacher professional development in general.

Considering the small number of research on teachers’ professional misconducts on

school effectiveness, findings of this study can be used as additional reference for

researchers who want to do research in the same field.

Scope of the Study

8
 The study covers all secondary schools in Ilorin South Local Government Area,

Kwara State (both private and public). Out of these schools, 20 secondary schools would

be selected for the study as the target population. The study would focus on all the school

principals of the selected schools only. This would therefore give a total number of 20

participants.

Operational Definition of Terms

Effects: A change which is a result or consequence of an action or other cause.

Teachers: Teachers are important components of education in the realization of

educational goals. They are also the most important person in teaching who manages

learning experiences and environments

Professional Misconduct: An unethical or unprofessional behaviour that falls short of

the ethical or professional standards of a profession, which has increasingly emerged as

one of the serious issues of concern, which affects the attainment of educational goals

across the globe in recent years.

Secondary Education: Secondary education is an instrument for national development

that fosters the worth and development of the individual for further education. Education

at Secondary School level is also known as the bedrock and foundation towards higher

knowledge in tertiary institutions. It is an investment as well as an instrument that can be

used to achieve rapid economic, social, political, technological, scientific and cultural

development in the country.

9
Effectiveness: School effectiveness refers to the level of goal attainment of a school.

Many factors combine to make each school what it is, and each school is unique.

However, it is possible to identify a set of factors or characteristics that contribute to

school effectiveness.

CHAPTER TWO

REVIEW OF LITERATURE

This chapter reviews related literature on the effects of teachers’ professional

misconducts on secondary school effectiveness in Ilorin South Local Government Area,

Kwara State. Attention will be focused on the following sub-headings:

i. Theoretical Framework

ii. Concept of Education and Secondary Education

iii. Concept of Profession, Professional, and Professionalism

iv. Teachers’ Professionalism

v. Teachers’ Professional Misconducts

vi. Conceptualizing School Effectiveness

vii. Assessment Approaches to School Effectiveness

viii. Relationship Between Teachers’ Professional Misconducts and School

Effectiveness

ix. Appraisal of the Reviewed Literature

Theoretical Framework

10
 The theoretical framework that underlies this study is based on two theories as

explained below. The general theoretical framework was derived from Bandura’s (2017)

Social Learning Theory and Burns (2008) Transformational leadership theory as cited in

Northouse (2010).

Social Learning Theory

Social learning theory was propanded by Albert Bandura (1977). The theory

states that human beings learn behaviour by way of modelling processes. Modelling is

one of the most powerful means for transmitting attitudes and behaviours. According to

Trevino and Brown (2004), employees learn what to do, as well as what not to do, by

observing others people’s behaviours and their consequences. The theory has been

applied to study employees’ misconduct. Chappell & Alex (2004) argued that Social

Learning Theory suggests that officers develop peer groups within the department.

According to the two scholars, as a new officer enters the peer group, he or she

will be exposed to models of behavior that will influence his or her own attitudes and

behaviour. Kemper (1966) as cited in Trevino & Brown (2014) argued that employees

who engage in unethical behaviours create a context supporting parallel deviance,

meaning that other employees observe and can imitate inappropriate conduct. On the

other hand, employees can learn to be ethical by observing others who do things right,

especially if the people are successful in doing so. Krohn (2013) claimed that the theory

has established itself as one of the most important explanations of deviant behaviour in

11
organizations. In short, the theory helped to understand cases of teacher misconduct in

the selected secondary schools.

Transformational Leadership Theory

Transformational leadership theory was proposed by Burns in 1978 and has been

a sought - after model in educational administration due to current educational

organization’s need for transformation (Mtegha, 2004). According to Northouse (2010),

Burn’s theory places a strong emphasis on followers’ values and morals. It involves

attempts by leaders to move followers to higher standards of moral responsibility. Burn’s

theory emphasizes the leader’s role in attending to the personal motivations and moral

development of the followers. For Burns, it is the responsibility of the leader to help

followers assess their own values and needs in order to raise them to a higher level of

functioning (Ciulla, 1998) cited in Northouse (2010). However, Trevino and Brown

(2014) argued that there is no evidence that transformational leaders transmit higher

moral and ethical reasoning to followers. The theory was considered because it is based

on the belief that leaders develop and transform followers to higher levels of productivity

and morality.

Concept of Education and Secondary Education

Education in Nigeria is an instrument for effecting national development (NPE,

2013). Government’s effort to provide qualitative and quantitative education to most of

her citizenry is manifested in the expansion and population growth in schools. Both

Federal and State Governments spend huge proportion of annual budgets on education.

12
Education at Secondary School level is the bedrock and foundation towards higher

knowledge in tertiary institutions. It is an investment as well as instrument that can be

used to achieve rapid economic, social, political, technological, scientific and cultural

development in the country.

The National Policy on Education (2013) stipulated that secondary education is

an instrument for national development that fosters the worth and development of the

individual for further education and development. In education industry as in any other

organization, the need for principals’ effective leadership is paramount if the nation is to

achieve the lofty aims and objectives of her education. This is not surprising given the

role of education as the hub from which every spoke of development rotates. As such

supervision in today’s educational system demands far greater attention. Learners are

more interested now than in the past about the importance of education (NPE, 2013).

Consequently, Aghenta (2000) stated that this has generally generated great

interest in the daily operation of school system. Principals’ role performance and

teachers’ professional competence are vital in educational objectives for the improvement

of teaching and learning which is the sole responsibility of head of the school. Providing

qualitative education for students’ rests merely with the principal and teachers who

professionally interact in planning and organizing instruction for the process of school

goals performance. In the North Central Geo-Political Zone of Nigeria, Senior Secondary

Schools have inadequate teachers to teach. Others issues include infrastructural decay,

insufficient instructional materials, poor climate, look worm attitudes of the teachers, and

13
poor mastery of the subject matter. The act of teaching is fundamentally concerned with

passing ideas, skills and attitudes from the teachers to the learners. In the north central

geo-political zone Nigeria, experience has shown that spoken words alone in the

communication of ideas are grossly ineffective and inefficient in producing desired

learning outcomes in core subjects.

Concept of Profession, Professional, and Professionalism

Talking about teacher professional development cannot be separated from the

term profession, professional, and professionalism. According to Sanusi (2001), Satori

(2007), and Saud (2010), profession is a position or job that requires expertise from its

member. They must have knowledge and skills of the profession that is obtained from

specific education regarding to the profession. Mohanty (2003) mentions the nature and

characteristics of profession are as follows:

a. A profession requires a body of specialised knowledge and skills calling for a

practical training.

b. A profession renders an essential social service for the whole or a section of the

society.

c. A profession places service above the personal gains.

d. A profession needs pre-service or in-service training or both.

e. A profession requires a broad range of freedom and autonomy.

14
 f. A profession assures its members a life career, not a part-time job.

g. A profession sets up a well disciplined and well-knit organization for ensuring its

growth and safeguarding its interest.

h. A profession evolves its own code of ethics which is scrupulously followed by its

members.

i. A profession is recognized by the state and the society in which it serves.

In addition to the opinion above, Darling-Hammond, Wei & Johnson (2012)

explained that generally professions set standards in three ways. First, it is through

professional accreditation of preparation programs. Candidates of the profession are

required to graduate from an accredited professional institution to be able to sit for state

licensing examinations that test their knowledge and skill. The purpose of the

accreditation process is to make sure that the preparation program provides

comprehensive and up to date knowledge and structured training experiences. It is

through state licensing which grants permission to practice. In order to make sure that

candidates have required knowledge they need to practice, licensing examination are

organized. The tests in the licensing examination include components that examine

applied practice in the field. These exams are usually developed by members of the

profession and through state professional standards boards. Last is through advanced

certification. Members of a profession are required to have this type of certification as a

professional recognition of high levels of confidence.

15
 The term professional generally points out at two things: a person who holds a

profession and appearance of a person in doing their profession (Sanusi, 2001; Satori,

2007; Saud, 2010). To be professional is:

“to have acquired a set of skill through competency-based training which

enables one to deliver, according to contract, a customer-led service in

compliance with accountability procedures collaboratively implemented

and managerially assured” (Hartley and Whitehead, 2006).

A teacher is called professional if he/she is an expert in their field and equipped

with adequate ability and skills to become a teacher. Most importantly, he/she must

master methodological skill because this skill is the characteristics that distinguishes

teacher with other professions (Budiningsih, 2005). Professionalism is about the quality

of teachers’ work and indicates different aspects of teaching. It does not only about the

mastery of knowledge management capabilities and its strategy or its implementation but

also of an attitude (Tanang & Abu, 2014). According to Helsby (2015), the concept of

professionalism is socially constructed and subject to geographical and cultural

differences in interpretation which may change over time. Professionalism guides the

work of professionals and highly influenced by development and policy.

The attempt to improve status and standing of being a professional is called

professionalization (Hargreaves, 2000). This attempt can be done both through pre-

service and in-service training. It is a lifelong process and never ending as long as a

person announced his/herself as a member of a profession (Satori, 2007).

16
Professionalization has two components: enhancing status and improving the quality of

service. The assumptions underlying the need of professionalization for teachers are

(Sanusi, 2001):

a. Subject in education is human who have willingness, knowledge, emotions,

and feelings and potentials which can be developed. Furthermore, the

foundation of education is human values that respect human dignity.

b. Education is done intentionally and since it is consciously intended, it

becomes normative, bound with local, national, and international norms and

values, which constitutes as reference for the educators, learners, and

education managers.

c. Theories of education are hypothetical framework in addressing progress in

education.

d. Education starts from basic assumption about human being, that human have

good potentials that can be developed. Therefore, education is the effort to

develop those potentials.

e. The essence of education happens in its process, that is, in situation where

there is a dialogue between teacher and students which enables students to

develop in desired direction in order to align with the values upheld in the

community.

17
 f. There is a frequent dilemma between the main purpose of education, which is

to make human to be better human; with instrumental mission, by using

education as a tool of change or achieve something.

Teachers’ Professionalism

Teacher professionalism is a consensus of the norms, which may apply to being

and behaving as a professional within personal, organizational, and a broader political

condition; socially constructed; subject to geographical and cultural differences in

interpretation; and may change over time (Day, 2009; Helsby, 2015). In order to be

professional, a teacher is required to commit to the students and their learning, in-depth

mastery of the subjects and how to teach them, responsible to monitor student learning

outcomes through various means of evaluation, have ability to think systematically, and

should be part of learning community within the profession (Supriadi, 2018). According

to Snoek (2010), characteristics of teacher’s professionalism include:

a. Professional autonomy, through professional monopoly in control over their own

work.

b. Involvement in the entrance of the profession.

c. Control over the central values and good conducts within the profession through

the use of ethical codes, connected to the sanctions for breaking the code.

d. Membership of professional societies that can take responsibility of these

elements.

e. A focus on interpreting on dedication of the professional.

18
 f. Public accountability for outcomes of professional performance.

g. A strong academic and practice knowledge base that underlies professional

activities.

h. Involvement in development of that knowledge base through involvement in

academic research, action research, and self-study.

i. Lifelong professional development of the members of the profession.

j. Collaboration with colleagues and stakeholders.

k. Involvement in the innovation of profession.

l. Commitment of the teacher to support both the public and the state in their

understanding of education matters.

Furthermore, Snoek (2010) also proposed 3 elements that contribute to the

professionalism of teachers namely knowledge, skills, and attitudes. Attributes in

knowledge consist of knowledge of the subject, knowledge of the teaching and learning

process (including being up to date with relevant outcomes of educational research),

knowledge of society and knowledge of policy and organisation in education. Attributes

in skills consist of ability to communicate and discuss educational issues with a wider

audience, to account the quality of work to the outside world, to conduct research within

the practice of schools, to contribute to collaborative learning of professional

communities, and to translate outcomes of educational research to innovations in the

classroom/school.

19
 For attitudes, the attributes namely dedication to the learning of pupils, committed

to the profession and the collective group of professionals, willing to contribute to the

collective knowledge of the profession, committed to the ethical code of the profession

and the integrity of his/her work, willing to account the quality of work to the outside

world, focused on continuous professional development, and focus on improvement and

innovation of teaching (Snoek, 2010).

Professionals need to learn from experience, to update their competence, and

ensure that their knowledge, skills, and understanding are also up to date. Pedagogical

transformation of the teacher can be facilitated through on going teacher professional

development which enables them to reflect on their own practice and improve their

professional practice through interaction with other practitioners (Sari, 2012).

Phenomenon about teachers’ engagement in professional development has

stressed the relationship between professionalism and teachers’ professional

development. Professionalism requires professional knowledge, competence, and

expertise and the key concept for this professionalism is successful policies and strategies

of professional development (Al-Hinai, 2007). In other words, professionalism is linked

to and developed through professional development.

Professional development is a medium for teachers to develop their knowledge

and skills in teaching. The notion professional development refers to a process where

teachers review, renew, and extend their commitment as change agents to the moral

purposes of teaching, as well as acquire and develop the knowledge, skills, plan, and

20
practice with children, young people, and colleagues through each phase of their teaching

lives with concepts of learning, engagement, and improved practice (Day, 2009;

Bredeson, 2012).

Teacher professional development should aim at enhancing the knowledge and

skills of teachers by means of orientation, training, and support which contribute to the

improvement of the quality of the learning and teaching process and focusing on teacher

core competencies such as improving teacher proficiency, understanding the students,

managing practice of teaching skills, comprehending the other branches of knowledge as

well as knowing and appreciating the teaching profession (Lessing & De Witt, 2017;

Tanang et.al., 2014).

A well-organized professional development program from its planning, process,

and evaluation will be a benefit for the participating teachers. A successful learning

program will bring a change in the way teachers conduct their duties and keep the status

as professional. Teacher professional development program which designed with content

focus, active learning approach, sufficient time to reflect, connected to policies and

curriculum, and collaborative participation can maximized teachers’ learning (Tanang &

Abu, 2014).

Hadi (2002) added aspects such as teacher’s existing knowledge and beliefs,

learning in the classroom practice, teachers as learners, learning subject and pedagogical

content knowledge, as well as time and support given for teachers during teacher

professional development program are also among the principles. Successful teacher

21
professional development program should give teachers opportunities to do learning to

teach and enables them to improve their expertise through all kinds of means, media and

methods. Attempts to support teachers’ learning must realize that teachers’ knowledge

and beliefs about teaching, learning, learners, and subject matter play critical role in

determining how they implement new instructional ideas. Further, teacher must be given

opportunities to learn and reflect about new instructional strategies and ideas in the

context of their own classroom practice for it contribute to the development of teachers’

knowledge and skills. They also should be given experiences with teaching approaches

that are similar to those to be used in the classroom.

In order to be successful in teaching, teachers should have deep and broad

understanding of the subject. They should be provided with opportunities to enhance

their knowledge of subject matter. Sustained time and support also must be provided for

reflection, collaboration, and continued learning (Borko & Putnam, 2016). Teacher

professional development program also should enable teachers to work with other

colleagues to create organizations that support learning. They have to be given a chance

to be a member of community of practitioners, sharing knowledge and commitments,

working together with the community members to create coherent curriculum and

systems to support students, and collaborate with them in ways that advance teachers’

understanding and skills.

These features are important because teaching profession is complex. It demands

its professionals to know much on how to achieve their goals for students in

22
unpredictable and non-routine situations. They should be able to put their understanding

in practice and continue to learn from their colleagues in order to face new challenges

(Darling-Hammond and Bransford, 2005).

Professional development should be a continuous process and contribute to the

general improvement of education in order to proceed successfully. Studies show that

teachers’ participation in professional development activities gave positive impacts on

teachers’ beliefs and practices as well as students’ performance in learning and on

educational reforms in general (Tanang & Abu, 2014).

Professional development program should include relevant activities such as

improvement on teacher qualification, updating teachers’ knowledge and understanding

of their teaching subject, practicing to teach students with different background,

developing practical competences and skills, learning new teaching methodologies,

employing learning innovations and technologies, improving professionalism in ethics, as

well as providing knowledge and skills to anticipate changes in society (Perraton et al.,

2002) in order to give positive impact to teachers, students’ performance and educational

reform. Investing in teacher professional development programs and activities is crucial

for teachers as well as for the teaching and learning process. It is important for teachers

to strengthen their knowledge base to accomplish their educational duties and meet their

educational demands.

Teachers’ Professional Misconducts

23
 Teacher professional misconduct has increasingly emerged as one of the serious

issues of concern, which affects the attainment of educational goals across the globe in

recent years. The incidents of teacher professional misconduct with varied nature have

been reported in several countries. In England, sexual relationship with pupils, and

downloading of extreme pornography on school laptops are among serious teacher

misbehavior practiced by teachers in schools (Page, 2014). In the USA, between 2001

and 2005 there were more than 2500 cases of teacher misconduct of varied forms, such as

raping, seducing and sexual abuse of students by their teachers (Brown, 2016; Carlson,

2007). Asian countries, China, India, and Bangladesh, in particular, have reported

incidents of teacher misconduct in schools (Hallack & Poisson, 2002). In Africa,

particularly Sub-Saharan African countries experience serious cases of teacher

misconduct among educational institutions (Ng’oma & Simatwa, 2013; Hallack &

Poisson, 2007; Bennell & Akyempong, 2007; Anangisye & Barrett, 2006; Bennell &

Mkyanuzi, 2005).

Nigeria, like many other countries, has been also experiencing several cases of

teacher professional misconduct among its educational institutions. Mass media such as

radios, televisions, newspapers and social networks, as well as different studies, have

unearthed several different forms of teacher misconduct in the country. The common

forms of misconduct among Nigerain schools include absenteeism, sexual misconduct,

corruption, private tutoring, unethical dressing, drunkenness, unethical language,

examination malpractices (Mfaume & Bilinga, 2017; Mabagala, 2016; Betweli, 2013;

24
Anangisye, 2006; Boimanda, 2004). As noted elsewhere, teacher misconduct regardless

of its form or magnitude has a detrimental impact on the attainment of educational goals.

Teacher misconduct, particularly absenteeism and lateness, affect the teaching of the

subject content, where teachers fail or partially accomplish the syllabus (Betweli, 2013).

Conceptualizing School Effectiveness

The concept effectiveness refers to an organisation accomplishing its specific

objectives (Beare, Caldwell & Millikan, 2009). School effectiveness therefore means ‘the

school accomplishes its objectives’. School effectiveness can therefore be regarded as a

distinct characteristic of an effective school. The concept ‘school effectiveness’ can,

however, mean different things and this has led to a global debate around the concept

(Mortimore, 2000).

According to Sun, Creemers and De Jong (2007), studies of school effectiveness

have two distinctive aims: firstly, to identify factors that are characteristic of effective

schools, and secondly, to identify differences between education outcomes in these

schools. The choice and use of outcome measures has been open to debate in many areas

of education research (Sun et al., 2007). One of the touchstones of effective schools is the

impact on learners’ education outcomes (i.e. test or examination results obtained during

formal assessment).

In this regard, Bennet, Crawford and Cartwright (2003) define an effective school

as a school in which students progress further than might be expected. Researchers into

school effectiveness continuously aim to clarify the dilemma with regard to learners’

25
education outcomes (Sun et al., 2007 and Petty et al., 2007). A long-standing problem in

this regard has been to find ways to measure learner progress or achievement that

identifies the school’s contribution separately from other factors such as learner ability,

background and socio-economic environment. In parallel with this has been a call for

schools to be more accountable, which in many cases leads to school effectiveness being

judged on academic results, while other contributing factors are ignored.

As a result, academic outcomes, usually measured by test and/or examination

results, have continued to dominate, while other outcome measures have been neglected

or used to a lesser extent. Gray (2014) stated in this regard: Examination results are a

measure of academic learning but do not give the whole picture with regard to the

effectiveness of a school academically, and give little information about other outcomes.

Morley & Rassool (2009) attempted to highlight the fact that school effectiveness as a

paradigm is based on three distinct discourses, namely, leadership, management and

organisation.

Organisation of the school often has a predestined structure prescribed by the

education authorities. The effectiveness of the school could be imposed by the

government by the design of evaluation tools such as checklists and inspection, which

may not necessarily enhance effectiveness, but seek to determine learner attainment.

Conversely, Harris, Bennet and Preedy (2007) highlight the political nature of school

effectiveness by noting that governments determine how schools should function because

of the value-for-money idea.

26
 However, to counteract the dominance of the government view in the

management of the school, aspects such as marketing and the role of the parents and

school community are also dominant factors. School effectiveness could indicate how

well the school is managed by the principal and how well parents and the community are

involved. Apart from the fact that researchers are not always sure what outcome (or

category) of school effectiveness to measure, the definition of school effectiveness may

also vary from one person or source to the next. Another problem is that school

effectiveness is often confused with an aspect such as school efficiency.

To clarify the above, each term and category of school effectiveness should first

be correctly conceptualised and defined. For the purposes of this study, the term ‘school

effectiveness’ refers to the ratio of output to non-monetary inputs or processes (Cheng,

2016) and includes, among other things, the number of textbooks, classroom

organisation, professional training of teachers, teaching strategies and learning

arrangements. The term school efficiency, on the other hand, can be regarded as the ratio

between school output and monetary input (Cheng, 2016).

Furthermore, we can distinguish between internal and external school

effectiveness (Cheng, 2016). Internal school effectiveness can be regarded as the school’s

technical effectiveness if its outputs are limited to what happens in or just after schooling

(learning behaviour, acquired skills and changes in attitude), while external school

effectiveness can be regarded as the positive impact of the school’s outputs on society or

on individuals’ lives (social mobility, earning power and work productivity).

27
 More so, more methodologically advanced studies conducted more recently

(Bressoux & Bianco, 2004; Kyriakides & Creemers, 2008) have looked at the long term

effects on schools and revealed that there is indeed a close relationship between these two

criteria of school effectiveness. The assumption that there is a direct correlation between

these two categories of school effectiveness (internal and external) is often problematic

and misleading, since a school with a high degree of internal technical effectiveness may

not necessarily have a high level of external societal effectiveness.

In other words, effective teaching and learning in schools may not necessarily

lead to high productivity if these skills are found to be outdated later in life. Ignorance of

this complicated relationship and an overemphasis on one category of effectiveness over

another is to be avoided (Cheng, 2016; Petty, 2017). The reality, also, is that every school

has to pursue multiple goals because it works within multiple environmental constraints

and time frames (Hall, 2008). Because many public schools world-wide have limited

resources, it is extremely difficult for any school to maximise its effectiveness,

specifically with regard to scarce resources, in order to achieve its goals. In the process of

pursuing multiple goals, every school experiences different pressures from the

environment, and therefore each school develops different priorities and criteria.

A school may not be able to maximise its effectiveness in terms of all criteria at

the same time, but it will be able to create harmony among all criteria in the long run.

Cheng (2016) has stated in this regard: School effectiveness may be the extent to which a

school can adapt to internal and external constraints and achieve its multiple goals in the

28
long run. In other words, it is possible for the different categories of school effectiveness

to be compatible with each other and eventually to work in harmony if schools can learn,

adapt and develop.

Another relevant concept related to the issue school effectiveness, is that of

school improvement. Although these concepts are widely regarded as not synonymous

with each other, the literature draws a rather close relationship between the two concepts.

According to Macbeath and Mortimore (2001), school effectiveness came into being as a

result of inequalities in society, which sparked a move towards education for all. In

fulfilling the goal of education provision for all, schools need to continually revise and

improve their performance. Schools that are continually improving their performance

gain confidence, are self-critical, and understand how people learn. This has led to a

general assumption that school improvement leads to school effectiveness, therefore one

is tempted to conclude that the two concepts, however different, cannot be looked at in

isolation as their goals and intentions are inseparable.

This varied contextualization of school effectiveness as discussed seems to

expose a multiplicity of understandings which lead one to conclude that the definition of

school effectiveness may not be conclusive as context plays an important role. However,

for the sake of this study school effectiveness will be assumed to mean the state at which

the school functions properly in all respects and experiences high learner attainment.

Assessment Approaches to School Effectiveness

29
 It is clear from the above discussion that the formulation, definition and

measurement of school effectiveness are complex issues. The question remains: what

category of school effectiveness (what school inputs and outputs) should be measured,

and how should school effectiveness be correctly defined? From an organisational

perspective, there are many different approaches for the conceptualisation, formulation

and measurement of school effectiveness. The following seven indicators form the

framework of the first assessment approach, The Indicator Approach (TIA), and are

based on earlier research into the issue of school effectiveness (Cameron & Whetten

2013; Nadler & Tushman, 2013; Cameron, 2014; Cheng, 2016):

The goal indicator:

This indicator assumes that there are clearly stated and generally accepted goals,

relevant and important both to teachers and the school, for measuring school

effectiveness, and that a school is effective if it can accomplish its stated goals within

given inputs. These goals or objectives are quantifiable, are set by the authorities or

school self and can be measured against predetermined criteria such as the objectives in

SDPs and academic achievement in tests and/or examinations. This indicator is widely

used in schools for evaluation purposes due to the fact that goals and tasks assigned to

teachers are clear and specific, outcomes of teachers’ performance are easily observed

and the standards upon which the measurement of teacher effectiveness is based are

clearly stated. A limitation of this indicator is its dependence on the quantifiable, which is

often impossible to ascertain.

30
The external resource indicator:

This indicator assumes that because scarce and valued resource inputs are needed

for schools to be more effective, the acquisition of resources replaces goals as the

primary criteria of effectiveness. An example of this indicator is financial support from

outside the school. This indicator is limited by its overemphasis on the acquisition of

inputs from external sources and its failure to look at the efforts made by the school itself

to maintain its effectiveness.

The internal process indicator:

This indicator assumes that a school is effective if its internal functioning is

effective. Internal school activities are often taken as criteria for school effectiveness.

This indicator includes aspects such as leadership, communication channels,

participation, adaptability and social interactions in the school. Some of the

disadvantages of this indicator are that it is difficult to monitor and that it overemphasises

the means of obtaining school effectiveness.

The satisfaction indicator:

This indicator defines an effective school as one in which all the stakeholders

are at least minimally satisfied. It assumes, therefore, that satisfying the needs of the

principal, teachers, SMT, governing body learners and the public is the school’s main

task. Satisfaction is, according to this view, therefore the basic indicator of effectiveness.

This indicator may, however, not be appropriate if the demands of the stakeholders are in

conflict with each other.

31
The legitimacy indicator:

According to this indicator, a school is effective if it can survive undisputed and

legitimate marketing activities. This indicator is applicable only if the school has had to

strive for legitimacy in a competitive environment.

The organisational indicator:

This indicator assumes that environmental changes and internal barriers to school

functioning are inevitable and that a school is effective if it can learn how to make

improvements and adaptations to its environment.

The ineffectiveness indicator:

This indicator assumes that it is easier for stakeholders to identify and agree on

the criteria of school ineffectiveness than on those of effectiveness. It is easier to identify

strategies for improving school effectiveness by analyzing school ineffectiveness rather

than by analysing school effectiveness. This means that a school is effective if there is an

absence of characteristics of ineffectiveness. This indicator includes aspects such as

conflicts, problems, difficulties, weaknesses, poor performance and poor results. It

becomes clear that each of the indicators mentioned can be seen as closely related to the

goal indicator. For example, the resource indicator is not different at all from the goal

indicator but simply emphasizes the need for a school to encourage and expect from

teachers to maximally exploit allocated resources and locate new resources.

These indicators for evaluation of school effectiveness, together with the two

categories discussed earlier (internal and external), can consequently be integrated into an

32
evaluative framework (TIA) (Figure 1) which provides a complete and consistent

assessment of school effectiveness from seven different perspectives. It also determines

the relationship between the seven indicators for school effectiveness and the two

categories of school effectiveness.

Relationship Between Teachers’ Professional Misconducts and School Effectiveness

Teachers are pivotal to student perception of learning, facilitating or inhibiting

student learning (West, 1994 in Sava (2002). The conduct of teachers both inside and

outside the classroom plays a significant role in determining educational outcomes. The

effects are both educational and psychological. According to Sava (2002), when students

perceive their teachers as misbehaving, several negative outcomes can occur.

Wanzer and Mc Croskey (1998) as cited in Sava (2012) found out that students

whose teachers were perceived as misbehaving reported a higher level of negative effect

toward the subject matter. Unfortunately, the study did not specify cases of teacher

misconduct that affected students’ learning. But Kuecken and Valfort (2012) reported

that high absenteeism among teachers resulted in low achievement levels among learners.

In the study, 35% of 7-14 years age group could not read a paragraph while 60% could

not read a simple story.

However, Hauya (2013) argued that low achievement levels among learners in

Malawi are due to an overcrowded syllabus which stressed content rather than

development of essential skills. He further argues that learners fail to tackle questions

33
that require reasoning skills. Unfortunately, it appears no studies have been conducted to

understand the effect of teacher misconduct on students’ learning.

Similarly, Uwezo (2010) reported that high absenteeism had a causal effect on

academic achievement levels of learners especially those from poor backgrounds. These

studies concluded that absenteeism had a negative impact on student performance.

Teacher misconduct can also affect the teacher-pupil relationship, a determinant factor in

successful learning. Banfield and Richmond (2016) found out that misbehaving teachers

were perceived to be less caring than those who did not. The study cited late coming,

forgetting test dates and returning scripts late as some of the cases of misconduct that had

a negative effect on student learning. The misconduct could jeopardize the teacher-pupil

relationship as students might feel not loved. Nevertheless, teachers’ role in the learning

process appears to be meaningful and cannot be overlooked.

Appraisal of the Literature Reviewed

In the research work of Sun, Creemers and De Jong (2007), which was focused on

the studies of school effectiveness. It was from their findings submitted that, school

effectiveness has two distinctive aims: firstly, to identify factors that are characteristic of

effective schools, and secondly, to identify differences between education outcomes in

these schools. The choice and use of outcome measures has been open to debate in many

areas of education research. They further affirmed that one of the touchstones of effective

schools is the impact on learners’ education outcomes (test or examination results

obtained during formal assessment). This study only focused on school effectiveness but

34
failed to relate it with teachers’ professional misconducts. This then created a research

gap to be filled.

In a methodologically advanced studies conducted recently by Bressoux &

Bianco, (2014), Kyriakides & Creemers, (2018) which looked at the long term effects on

schools and revealed that there is indeed a close relationship between these two criteria of

school effectiveness. The assumption that there is a direct correlation between these two

categories of school effectiveness (internal and external) is often problematic and

misleading, since a school with a high degree of internal technical effectiveness may not

necessarily have a high level of external societal effectiveness. This study also failed to

establish the relation between professional misconducts and school effectiveness, and

leave a gap for the researcher to be filled.

According to Betweli, (2013) in his work where he investigated cases of teacher

professional misconduct among its educational institutions, it was asserted by him that

the common forms of misconduct among Nigerian schools include absenteeism, sexual

misconduct, corruption, private tutoring, unethical dressing, drunkenness, unethical

language, examination malpractices. He then concluded that, teacher misconduct

regardless of its form or magnitude has a detrimental impact on the attainment of

educational goals. Teacher misconduct, particularly absenteeism and lateness, affect the

teaching of the subject content, where teachers fail or partially accomplish the syllabus.

The effects teachers’ professional misconducts on the school effectiveness was not stated

in this study and has therefore created a gap to be filled.

35
 Many researchers like Sun, Creemers and De Jong (2007), Betweli, (2013), and

Bressoux & Bianco, (2014) to mention but a few have carried out different research

works on teachers’ professional misconducts and school effectiveness but of thse studies

established the effects of teachers’ professional misconducts and secondary school

effectives in Ilorin South Local Government Area. This has then created a wide research

gap for the researcher to be filled.

CHAPTER THREE

RESEARCH METHODOLOGY

36
 In this chapter, the research tries to describe the method adopted for this study

under the sub- heading below:

a. Research Design

b. Population, Sample and Sampling Techniques

c. Research Instrument

d. Validation of the Instrument.

e. Procedure of Data Collection

f. Data Analysis Techniques

Research Design

This study adopts a descriptive survey method. A survey method is a data

collection tool used to gather information about individuals, collected self- report data

from study participants. Survey is considered appropriate for this study because it

involved direct contact with the samples that are relevant to the investigation. Therefore,

the descriptive survey method would be adopted since the study would be carried out to

assess the effects of teachers’ professional misconducts on secondary school

effectiveness in Ilorin South Local Government Area, Kwara State, Nigeria.

Population, Sample and Sampling Techniques

This study is restricted to the assessment of the effect of teachers’ professional

misconducts on secondary school effectiveness in Ilorin South Local Government Area

of Kwara State. The study covers all secondary schools in Ilorin South Local

Government Area, Kwara State (both private and public). Out of these schools, 20

37
secondary schools would be selected for the study as the target population. The study

would focus on all the school principals of the selected schools only. This would

therefore give a total number of 20 participants. To elicit information from the

respondents, rating scale for the level of cognitive development would be used.

Research Instrument

A researcher designed rating scale would be adopted to obtain valid information

for the research. The rating scale would be designed with clear instruction for the

teachers, and would comprises (4) sections; A, B, C and D. this sections comprise data on

the professional misconducts mostly practiced by the secondary school teachers, causes

of professional misconducts among secondary school teachers, level of teachers’

professional misconduct in secondary schools and the level of secondary school

effectiveness in Ilorin South Local Government Area, Kwara State.

Validation of the Instrument

In order to ensure the validity of the instruments, content validity would be used,

where the items on the questionnaire would be checked against the research purposes. An

expert judgment would also be sought from the supervisors and two other lecturers from

the Department of Educational Management who will assist in the validation of the

instruments.

Procedure for Data Collection

38
 The researcher will collect letter of introduction from the Department of

Education Management, Faculty of Education, University of Ilorin. The letter will be

tendered to Principals of selected schools. After the permission is granted and date fixed,

the researcher would meet the personnel from the appropriate quarters for data gathering.

Data Analysis Techniques

The data collected from the respondents will be quantified using descriptive

statistic. Frequency count and percentage would be used for respondents’ demographic

data, mean and standard deviation to answer the research question raised.

CHAPTER FOUR

39
 DATA ANALYSIS AND PRESENTATION

This chapter is concerned with the analysis of the data collected for the study. The

data collected were analyzed using both descriptive and inferential statistics by using

SPSS. The research questions were analyzed using mean ratings and the hypotheses were

tested using Pearson Product Moment Correlation at 0.05 level of significance.

Answering of research questions

Research question one: What are the professional misconducts mostly practiced by the
secondary school teachers in Ilorin South LGA, Kwara State?
Table 1: The mean ratings on the professional misconducts mostly practiced by the
secondary school teachers in Ilorin South LGA, Kwara State
Items Mean SD Remark
 Seducing and sexual abuse of students 1.14 0.655 Mostly
Practiced
 Downloading of extreme pornography 1.05 0.218 Mostly
Practiced on school laptops
 Teachers’ regular absenteeism 1.29 0.717 Mostly
Practiced
 Extortion and corruption among 1.14 0.655 Mostly
Practiced the teachers
 Teachers’ unethical dressing 1.29 0.463 Mostly
Practiced
 Involvement in examination malpractices 1.24 0.436 Mostly
Practiced
 Unethical and abusive language 1.19 0.402 Mostly
Practiced
Weighted Mean 1.19
Benchmark = 1.00

40
Table 1 revealed that the professional misconducts mostly practiced by the secondary

school teachers in Ilorin South LGA, Kwara State have their mean ratings above the

benchmark of 1.00. This implies that Seducing and sexual abuse of students, Teachers’

regular absenteeism, Teachers’ unethical dressing, Involvement in examination

malpractices, Extortion and corruption among the teachers and so on are the professional

misconducts mostly practiced by the secondary school teachers in Ilorin South LGA,

Kwara State

Research question two: What are the causes of professional misconducts among

secondary school teachers in Ilorin South LGA, Kwara State?

Table 2: The mean ratings on the causes of professional misconducts among

secondary school teachers in Ilorin South LGA, Kwara State
Items Mean SD
Remark
a. Poor condition of service is one of the 3.00 1.049 Agreed
causes of professional misconduct
b. Poor professional training leads to 2.67 0.966 Agreed
teachers’ misconduct
c. Government policy and societies 2.95 0.805 Agreed
negative influence on teachers
d. Indiscipline among teachers lead to 2.43 0.811 Agreed
their misconducts
e. Poor management of disciplinary 1.76 0.700 Agreed
cases of teachers by school head
f. Irregularity in the promotion and 3.14 0.910 Agreed
payment of teachers’ salary
g. Lack of professional cooperation 1.95 0.805 Agreed
among teachers
Weighted Mean 2.56
Benchmark = 2.00

41
 Table 2 revealed that the causes of professional misconducts among secondary

school teachers in Ilorin South LGA, Kwara State have their mean ratings above the

benchmark of 1.00. This implies that poor condition of service, Poor management of

disciplinary cases of teachers by school head, Indiscipline among teachers lead to their

misconducts, irregularity in the promotion and payment of teachers’ salary e.t.c. are some

of the causes of professional misconduct among secondary school teacher

Research question three: What is the level of teachers’ professional misconduct in

secondary schools in Ilorin South LGA, Kwara State?

Table 3: The mean ratings on the level of teachers’ professional misconduct in

secondary schools in Ilorin South LGA, Kwara State
Items Mean SD
Remark
 Use of unethical and abusive language 1.95 1.117 Agreed
 Teachers’ regular absenteeism 1.95 1.117 Agreed
 Teachers’ unethical dressing 1.90 1.044 Agreed
 Extortion and corruption among 1.67 0.966 Agreed
the teachers
 Teachers’ involvement in examination 1.76 1.044 Agreed
malpractices
 Seducing and sexual abuse of students 1.38 0.865 Agreed
Weighted Mean 1.77
Benchmark = 1.00

Table 3 showed that the causes of professional misconducts among secondary school

teachers in Ilorin South LGA, Kwara State have their mean ratings above the benchmark

of 1.00. Causes of professional misconducts among secondary school teachers include

42
teachers’ regular absenteeism, extortion and corruption among the teachers, teachers’

unethical dressing, use of unethical and abusive language among othe

43
Research question four: What is the level of secondary school effectiveness in Ilorin
South Local Government Area, Kwara State?

Table 4: The mean ratings on the level of secondary school effectiveness in Ilorin
South Local Government Area, Kwara State
Items Mean SD
Remark

 Teachers and students work rigidly 3.86 0.359 Agreed

according to the school time table
following rules and regulations
 Proper students management and 3.76 0.539 Agreed
disciplined students
 Existence of positive cordial, social 3.86 0.359 Agreed
and professional relationship among
teachers
 Smooth administration of the school 3.67 0.796 Agreed
even in the absence of the school head
 Constant winning of awards of excellence 3.33 1.017 Agreed
by the students and the teachers
 Good academic record/performance in 3.43 0.978 Agreed
both internal and external examinations
 Regular supervision by the school head 3.62 0.973 Agreed
to ensure smooth running of the academic
programs
 Existence of examination malpractices 2.05 1.117 Agreed
among students and teachers
 Communication gap between school heads 2.19 1.167 Agreed
and teachers, and among the teachers
 Covering of scheme of works, use of 3.95 0.218 Agreed
suitable methods of teaching, and good
academic records from the students
Weighted Mean 3.37
Benchmark = 2.00

Table 4 showed that the level of secondary school effectiveness in Ilorin South Local

Government Area, Kwara State have their mean ratings above the benchmark of

1.00. Hence, the level of secondary school effectiveness in Ilorin South Local

44
 Government Area, Kwara State is enhanced by the following factors: teachers and

students work rigidly according to the school time table following rules and

regulations, good academic record/performance in both internal and external

examinations, Covering of scheme of works, use of suitable methods of teaching,

and good academic records from the students

H01: There is no significant relationship between Teacher's Professional Misconducts and

Secondary School Effectiveness in Ilorin South Local Government Area, Kwara

State.

Table 5: The relationship between teacher's professional misconducts and

Secondary School Effectiveness
Items Mean SD Pearson Sig
Remark
Correlation 2-tailed

Teachers’ 8.33 2.13 0.189 0.429 Not

Significant
Professional
Misconduct

School 33.71 3.99

Effectiveness

P<0.05

Table 5 showed that r = 0.189, p-value = 0.429 > 0.05. This shows that there is no

relationship between teacher's professional misconducts and secondary school

effectiveness in Ilorin South Local Government Area, Kwara State. This means that the

45
teacher's professional misconducts do not influence school effectiveness. Rather those

misconducts affect school effectiveness negatively

H02: There is no significant relationship between causes of teacher's professional

misconducts and Secondary School Effectiveness in Ilorin South Local
Government Area, Kwara State.
Table 6: The relationship between causes of teacher's professional misconducts and
Secondary School Effectiveness
Items Mean SD Pearson Sig
Remark
Correlation 2-tailed

Teachers’ 17.90 3.85 0.102 0.659 Not

Significant
Professional
Misconduct

School 33.71 3.99

Effectiveness

P<0.05

Table 7 showed that r = 0.102, p-value = 0.659 > 0.05. This shows that there is no

relationship between causes of teacher's professional misconducts and Secondary School

Effectiveness in Ilorin South Local Government Area, Kwara State. This means that the

causes of teacher's professional misconducts do not promote secondary school

effectiveness in Ilorin South Local Government Area, Kwara State.

46
H02: There is no significant relationship between level of Teacher's Professional
Misconducts and Secondary School Effectiveness in Ilorin South Local
Government Area, Kwara State.
Table 7: The relationship between Level of Teacher's Professional Misconducts and
Secondary School Effectiveness
Items Mean SD Pearson Sig
Remark
Correlation 2-tailed

Teachers’ 10.62 5.31 -0.133 0.566 Not

Significant
Professional
Misconduct

School 33.71 3.99

Effectiveness

P<0.05

Table 5 showed that r = -0.133, p-value = 0.566 > 0.05. This shows that there is no

relationship between teacher's professional misconducts and secondary school

effectiveness in Ilorin South Local Government Area, Kwara State. This means that the

teacher's professional misconducts do not influence school effectiveness. Rather those

misconducts affect school effectiveness negatively.

Discussion of findings

It was found from the research question one that seducing and sexual abuse of

students, teachers’ regular absenteeism, teachers’ unethical dressing, Involvement in

examination malpractices, extortion and corruption among the teachers and so on are the

professional misconducts mostly practiced by the secondary school teachers in Ilorin

South LGA, Kwara State. According to Snoek (2010), characteristics of a teacher’s

47
professionalism include: professional autonomy, through professional monopoly in

control over their work, involvement in the entrance of the profession, control over the

central values and good within the profession through the use of ethical codes, connected

to the sanctions for breaking the code, membership in professional societies that can take

responsibility for these elements, a focus on interpreting the dedication of the

professional, public accountability for outcomes of professional performance, a strong

academic and practice knowledge base that underlies professional activities, involvement

in the development of that knowledge base through involvement in academic research,

action research, and self-study, lifelong professional development of the members of the

profession, collaboration with colleagues and stakeholders, involvement in the innovation

of the profession, the commitment of the teacher to support both the public and the state

in their understanding of education matters among others.

Findings from research question two showed that poor condition of service, Poor

management of disciplinary cases of teachers by school head, Indiscipline among

teachers lead to their misconducts, irregularity in the promotion and payment of teachers’

salary e.t.c. are some of the causes of professional misconduct among secondary school

teachers Ilorin South LGA, Kwara State. According to Betweli, (2013) in his work where

he investigated cases of teacher professional misconduct among its educational

institutions, it was asserted by him that the common forms of misconduct among

Nigerian schools include absenteeism, sexual misconduct, corruption, private tutoring,

unethical dressing, drunkenness, unethical language, examination malpractices. He then

48
concluded that teacher misconduct regardless of its form or magnitude has a detrimental

impact on the attainment of educational goals. Teacher misconduct, particularly

absenteeism and lateness, affects the teaching of the subject content, where teachers fail

or partially accomplish the syllabus.

It was found from research question three that professional misconducts among

secondary school teachers include teachers’ regular absenteeism, extortion and corruption

among the teachers, teachers’ unethical dressing, use of unethical and abusive language

among others show the level of professional misconducts. Teacher professionalism is a

consensus of the norms, which may apply to being and behaving like a professional

within personal, organizational, and a broader political conditions; socially constructed;

subject to geographical and cultural differences in interpretation; and may change over

time (Day, 2009; Helsby, 2015). To be professional, a teacher is required to commit to

the students and their learning, have in-depth mastery of the subjects and how to teach

them, be responsible to monitor student learning outcomes through various means of

evaluation, can think systematically, and should be part of a learning community within

the profession (Supriadi, 2018). Snoek (2010) also proposed 3 elements that contribute to

the professionalism of teachers namely knowledge, skills, and attitudes. Attributes in

knowledge consist of knowledge of the subject, knowledge of the teaching and learning

process (including being up to date with relevant outcomes of educational research),

knowledge of society, and knowledge of policy and organization in education. Attributes

in skills consist of the ability to communicate and discuss educational issues with a wider
49
audience, to account for the quality of work to the outside world, to conduct research

within the practice of schools, to contribute to collaborative learning of professional

communities, and to translate outcomes of educational research to innovations in the

classroom/school. Sava (2002) stated that when students perceive their teachers as

misbehaving, several negative outcomes can occur. Wanzer and Mc Croskey (1998) as

cited in Sava (2012) found out that students whose teachers were perceived as

misbehaving reported a higher level of negative effect on the subject matter.

Unfortunately, the study did not specify cases of teacher misconduct that affected

students’ learning. But Kuecken and Valfort (2012) reported that high absenteeism

among teachers resulted in low achievement levels among learners.

Findings from research question four showed that the level of secondary school

effectiveness in Ilorin South Local Government Area, Kwara State is enhanced by the

following factors: teachers and students work rigidly according to the school time table

following rules and regulations, good academic record/performance in both internal and

external examinations, Covering of scheme of works, use of suitable methods of

teaching, and good academic records from the students. Morley & Rassool (2009)

attempted to highlight the fact that school effectiveness as a paradigm is based on three

distinct discourses, namely, leadership, management, and organization. The organization

of the school often has a predestined structure prescribed by the education authorities.

The effectiveness of the school could be imposed by the government by the design of

evaluation tools such as checklists and inspection, which may not necessarily enhance
50
effectiveness, but seek to determine learner attainment. Conversely, Harris, Bennet, and

Preedy (2007) highlight the political nature of school effectiveness by noting that

governments determine how schools should function because of the value-for-money

idea. Cheng (2016) has stated in this regard: School effectiveness may be the extent to

which a school can adapt to internal and external constraints and achieve its multiple

goals in the long run. In other words, the different categories of school effectiveness can

be compatible with each other and eventually work in harmony if schools can learn,

adapt and develop.

Findings from hypothesis one proved that there is no relationship between

teacher's professional misconducts and secondary school effectiveness in Ilorin South

Local Government Area, Kwara State. This means that the teacher's professional

misconducts do not influence school effectiveness. Rather those misconducts affect

school effectiveness negatively.For attitudes, the attributes include, dedication to the

learning of pupils, commitment to the profession and the collective group of

professionals, willingness to contribute to the collective knowledge of the profession,

commitment to the ethical code of the profession, and the integrity of his/her work,

willing to account the quality of work to the outside world, focused on continuous

professional development, and focus on improvement and innovation of teaching (Snoek,

2010).

Professionals need to learn from experience, update their competence, and ensure

that their knowledge, skills, and understanding are also up to date. Pedagogical
51
transformation of the teacher can be facilitated through ongoing teacher professional

development which enables them to reflect on their practice and improve their

professional practice through interaction with other practitioners (Sari, 2012).

Findings from hypothesis two revealed that there is no relationship between

causes of teacher's professional misconducts and Secondary School Effectiveness in

Ilorin South Local Government Area, Kwara State. This means that the causes of

teacher's professional misconducts do not promote secondary school effectiveness in

Ilorin South Local Government Area, Kwara State. Teachers are pivotal to student

perception of learning, facilitating or inhibiting student learning (West, 1994 in Sava

(2002). The conduct of teachers both inside and outside the classroom plays a significant

role in determining educational outcomes. The effects are both educational and

psychological. According to Sava (2002), when students perceive their teachers as

misbehaving, several negative outcomes can occur. Wanzer and Mc Croskey (1998) as

cited in Sava (2012) found out that students whose teachers were perceived as

misbehaving reported a higher level of negative effect on the subject matter.

Unfortunately, the study did not specify cases of teacher misconduct that affected

students’ learning. Kuecken and Valfort (2012) reported that high absenteeism among

teachers resulted in low achievement levels among learners.

Findings from hypothesis three showed that there is no relationship between

teacher's professional misconducts and secondary school effectiveness in Ilorin South

Local Government Area, Kwara State. This means that the teacher's professional
52
misconducts do not influence school effectiveness. Rather those misconducts affect

school effectiveness negatively. Hauya (2013) argued that low achievement levels

among learners in Malawi are due to an overcrowded syllabus that stressed content rather

than the development of essential skills. He further argues that learners fail to tackle

questions that require reasoning skills. Unfortunately, it appears no studies have been

conducted to understand the effect of teacher misconduct on students’ learning.

Similarly, Uwezo (2010) reported that high absenteeism had a causal effect on the

academic achievement levels of learners especially those from poor backgrounds. These

studies concluded that absenteeism harmed student performance. Teacher misconduct can

also affect the teacher-pupil relationship, a determinant factor in successful learning.

Banfield and Richmond (2016) found out that misbehaving teachers were perceived to be

less caring than those who did not. The study cited late coming, forgetting test dates, and

returning scripts late as some of the cases of misconduct that harmed student learning.

The misconduct could jeopardize the teacher-pupil relationship as students might not feel

loved. Nevertheless, theteachers’ role in the learning process appears to be meaningful

and cannot be overlooked.

53
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter is concerned with the summary of findings based on the results of the

analysis. Also, conclusions and recommendations were made with respect to the findings.

Summary

This project studies the effects of teachers’ professional misconducts on

secondary school effectiveness in Ilorin South Local Government Area, Kwara State,

Nigeria.

Relevant literature were reviewed which include theoretical Framework, concept

of Education and Secondary Education, concept of Profession, Professional, and

Professionalism, teachers’ professionalism, teachers’ professional misconducts,

conceptualizing School Effectiveness, assessment Approaches to School Effectiveness,

relationship between teachers’ professional misconducts and School Effectiveness,

appraisal of the reviewed literature.

This study adopts a descriptive survey method. This study is restricted to the

assessment of the effect of teachers’ professional misconducts on secondary school

effectiveness in the Ilorin South Local Government Area of Kwara State. The study
54
covers all secondary schools in Ilorin South Local Government Area, Kwara State (both

private and public). Out of these schools, 20 secondary schools would be selected for the

study as the target population. The study would focus on all the school principals of the

selected schools only. This would therefore give a total number of 20 participants. To

elicit information from the respondents, a rating scale for the level of cognitive

development would be used.

A researcher-designed rating scale was adopted to obtain valid information for the

research. The rating scale was designed with clear instruction for the teachers, with (4)

sections; A, B, C,and D.,These sections comprise the professional misconducts mostly

practiced by the secondary school teachers, causes of professional misconducts among

secondary school teachers, level of teachers’ professional misconduct in secondary

schools and the level of secondary school effectiveness in Ilorin South Local Government

Area, Kwara State. An expert judgment was also sought from the supervisor and two

other lecturers from the Department of Educational Management who assisted in the

validation of the instruments. The researcher administered the questionnaire after which

he retrieved all.

The data collected from the respondents was analysed using SPSS. The research

question was analysed using the mean, and standard deviation, while the hypothesis was

analysed using the Pearson Product Moment Correlation (PPMC).

Summary of findings

55
 It was found that seducing and sexual abuse of students, teachers’ regular

absenteeism, teachers’ unethical dressing, Involvement in examination

malpractices, extortion and corruption among the teachers and so on are the

professional misconducts mostly practiced by the secondary school teachers in

Ilorin South LGA, Kwara State

 Findings showed that poor condition of service, Poor management of disciplinary

cases of teachers by school head, Indiscipline among teachers lead to their

misconducts, irregularity in the promotion and payment of teachers’ salary e.t.c.

are some of the causes of professional misconduct among secondary school

teachers Ilorin South LGA, Kwara State have their mean ratings above the

benchmark of 1.00. Causes of

 It was found that professional misconducts among secondary school teachers

include teachers’ regular absenteeism, extortion and corruption among the

teachers, teachers’ unethical dressing, use of unethical and abusive language

among others show the level of professional misconducts.

 It was discovered that the level of secondary school effectiveness in Ilorin South

Local Government Area, Kwara State is enhanced by the following factors:

teachers and students work rigidly according to the school time table following

rules and regulations, good academic record/performance in both internal and

external examinations, Covering of scheme of works, use of suitable methods of

teaching, and good academic records from the students

56
 There is no relationship between teacher's professional misconducts and

secondary school effectiveness in Ilorin South Local Government Area, Kwara

State. This means that the teacher's professional misconducts do not influence

school effectiveness. Rather those misconducts affect school effectiveness

negatively.

 There is no relationship between causes of teacher's professional misconducts and

Secondary School Effectiveness in Ilorin South Local Government Area, Kwara

State. This means that the causes of teacher's professional misconducts do not

promote secondary school effectiveness in Ilorin South Local Government Area,

Kwara State.

 There is no relationship between teacher's professional misconducts and

secondary school effectiveness in Ilorin South Local Government Area, Kwara

State. This means that the teacher's professional misconducts do not influence

school effectiveness. Rather those misconducts affect school effectiveness

negatively.

Conclusion

Based on the findings of the study, it can be concluded that the

professional misconduct of teachers include seducing and sexual abuse of

students, teachers’ regular absenteeism, teachers’ unethical dressing, Involvement

in examination malpractices, extortion and corruption among the teachers. Also,

57
 the professional misconduct do influence school effectiveness. Teachers’

professional misconduct rather destroys the image and reputation of the school.

Recommendation

The following recommendations were made based on the findings;

• The school should set up a disciplinary committee and any teacher caught

with any of the misconduct should be punished accordingly.

• The school should look into the causes of the various misconducts such as

poor management of disciplinary cases of teachers by school head,

indiscipline among teachers e.t.c. and address it properly and tag a

disciplinary action on each according to how serious it is.

• The principal should be proactive enough to interrogate any teacher who

regularly absent himself/herself from school with cogent reasons, teachers

who extort and corrupt the students and also teachers who dress unethically.

• Teachers and students are to work rigidly according to the school time table in

order to have a good academic record/performance in both internal and

external examinations so as to enhance the school effectiveness.

• Teachers should discard those misconducts that destroy the reputation of the

school in order not to give the school a bad name.

• Teachers who will not comply to the rules and regulations of the school

should be asked to go or sacked.

58
 • Principals are to take full responsibility to ensure that the school effectiveness

is improved. There must be no favoritism. All teachers should be treated

equally.

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 Appendix
QUESTIONNAIRE ON THE EFFECT OF TEACHERS’ PROFESSIONAL
MISCONDUCTS ON SECONDARY SCHOOL EFFECTIVENESS IN ILORIN
SOUTH LOCAL GOVERNMENT AREA OF KWARA STATE
Dear Respondent,
This questionnaire is designed to investigate the effect of teachers’ professional
misconducts on secondary school effectiveness in Ilorin South Local Government Area
of Kwara State, Nigeria. Kindly, respond objectively to the questionnaire. The response
will be treated with utmost confidentiality as it is purely on academic purpose. Thanks
for your anticipated cooperation.

SECTION A
GENDER: Male ( ) Female ( )
QUALIFICATION: NCE ( ) First Degree ( ) Master Degree ( ) Ph D ( )
EXPERIENCE: 0 – 10 years ( ) 11 – 20 years ( ) 21 years and above
( )

65
 SECTION B:
Teachers’ Professional Misconducts Questionnaire (TPMQ)
MP: Mostly Practiced NMP: Not Mostly Practiced
SA: Strongly Agreed A: Agreed D: Disagreed SD: Strongly Disagreed
A: Always S: Sometimes R: Rarely N: Never
Professional Misconducts Mostly Practiced Teachers MP NMP
1 Seducing and sexual abuse of students
2 Downloading of extreme pornography on school laptops
3 Teachers’ regular absenteeism
4 Extortion and corruption among the teachers
5 Teachers’ unethical dressing
6 Involvement in examination malpractices
7 Unethical and abusive language
Causes of Professional Misconducts among Teachers SA A D SD
8 Poor condition of service is one of the causes of
professional misconduct
9 Poor professional training leads to teachers’ misconduct
10 Government policy and societies negative influence on
teachers
11 Indiscipline among teachers lead to their misconducts
12 Poor management of disciplinary cases of teachers by
school head
13 Irregularity in the promotion and payment of teachers’
salary
14 Lack of professional cooperation among teachers
Level of Teachers’ Professional Misconducts A S R N
15 Use of unethical and abusive language

66
16 Teachers’ regular absenteeism
17 Teachers’ unethical dressing
18 Extortion and corruption among the teachers
19 Teachers’ involvement in examination malpractices
20 Seducing and sexual abuse of students

SECTION C
Secondary School Effectiveness Questionnaire (SSEQ)
A: Always S: Sometimes R: Rarely N: Never
S/N ITEMS A S R N
1 Teachers and students work rigidly according to the school
time table following rules and regulations
2 Proper students management and disciplined students
3 Existence of positive cordial, social and professional
relationship among teachers
4 Smooth administration of the school even in the absence of
the school head
5 Constant winning of awards of excellence by the students and
the teachers
6 Good academic record/performance in both internal and
external examinations
7 Regular supervision by the school head to ensure smooth
running of the academic programs
8 Existence of examination malpractices among students and
teachers
9 Communication gap between school heads and teachers, and
among the teachers

67
10 Covering of scheme of works, use of suitable methods of
teaching, and good academic records from the students

68