NDLI: Motivational Challenges of Effective Practices among Primary School Teachers in Calabar South Local Government Area of Cross River State

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Motivational Challenges of Effective Practices among Primary School Teachers in Calabar South Local Government Area of Cross River State

Content Provider	Semantic Scholar
Author	Bassey, Akpo Offiong Effiom, David Otu
Copyright Year	2013
Abstract	This survey research investigated the motivational challenges of effective practices among primary school teachers in Calabar South Local Government Area of Cross River State. A sample of 140 teachers were drawn through the simple random sampling technique from 475 teachers within the 22 primary schools in the areas as subjects for the study. Three research questions were formulated to guide the study. The instrument used in the collection of data was the Challenges to Professional Teaching Effectiveness Questionnaire (CPTEQ). The percentage and frequency counts were used to analyze the data collected. The findings revealed that 93% of the respondents had certificate in education while 7% did not. Further, development of children and the society, curriculum development, research and self development/actualization and employment were ranked in order of priority as reasons for qualifying as teachers; while motivational challenges of teachers in hierarchical order included poor salary/grants, poor career development and poor infrastructure/lack of material for teaching, over population in classrooms, poor teacher image and the least unclear strategy for promotion.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://globalacademicgroup.com/journals/african%20education%20indices/MOTIVATIONAL%20CHALLENGES%20OF%20EFFECTIVE.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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