Influence of organizational structure & communication flow on teacher - Osemwegie, Osayomwanbor
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The problem of low job performance among teachers in secondary schools in Nigeria has become a major concern to all stakeholders in education. Findings have revealed that the performance of teachers has a significant effect on the academic performance of the students and the attainment of school goals and objectives. There have been wailing and protest at all possible communicative channels by stakeholders about the steady decline in students' performance in Nigeria. Several research studies have been conducted by researchers to proffer solution to this academic cancer. Unfortunately, the…mehr

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Produktbeschreibung
The problem of low job performance among teachers in secondary schools in Nigeria has become a major concern to all stakeholders in education. Findings have revealed that the performance of teachers has a significant effect on the academic performance of the students and the attainment of school goals and objectives. There have been wailing and protest at all possible communicative channels by stakeholders about the steady decline in students' performance in Nigeria. Several research studies have been conducted by researchers to proffer solution to this academic cancer. Unfortunately, the problem of poor students performance in secondary schools still persists. Hence, an indicator that there is low teacher performance in secondary schools in the country. However, most of the research on teacher performance has generally associated teacher performance with personal characteristics, but there have been only a limited number of studies that have investigated the relationship betweenteacher performance and organizational characteristics. Could this be the reason why the problem of low teacher performance remains an issue in public secondary schools in Oyo state, Nigeria?
Autorenporträt
Osemwegie Osayomwanbor es asesor de escuelas privadas de primaria y secundaria en el estado de Oyo, Nigeria. Tiene más de 15 años de experiencia en la administración escolar y la enseñanza, y ha obtenido un diploma profesional en gestión educativa, una licenciatura en gestión educativa y ciencias políticas y un máster en gestión educativa.