Teachers Involvement In Education Policy Making In Secondary Education

Project and Seminar Material for Education

Teachers Involvement In Education Policy Making In Secondary Education

Abstract

This study was carried out to examine teachers involvement in education policy making in secondary education using ministry of education, Imo State as a case study. The study was specifically set to determine whether teachers has a significant role to play in the education policy making in secondary education in Nigeria, find out the extent to which teachers engagement has impacted secondary education policy formulation in Nigeria, and find whether the involvement of teachers promotes the formulation of effective secondary education policy in Nigeria. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of staff of ministry of education, Imo State. In determining the sample size, the researcher conveniently selected 65 respondents and 50 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using Chi- square statistical tool. The result of the findings reveals that teachers have a significant role to play in the education policy making in secondary education in Nigeria. Furthermore, the study revealed that the involvement of teachers promote the formulation of effective secondary education policy in Nigeria. Therefore, it is recommended that parents and educators should realize that among the teachers are the most important and that their coming together is indeed a move in the right direction aimed at benefiting the students as well of course as the schools. It is paramount therefore, that they should join hand cooperatively in order to achieve the goal of their coming together. To mention but few.

Table of Content

  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One

Introduction

1.1 Background of the Study

According to the 53rd Phi Delta Kappa Poll released in 2021, public perception of education remains optimistic despite the reported challenges (Starr, 2021). However just 2 years prior, the 51st Phi Delta Kappa Poll headline reported frustration in schools focused on teacher pay, school funding, and the feeling that teachers were not valued (“Frustration in the Schools,” 2019). Improving educator pay, school funding, and the rules and regulations in the teaching profession overall is subject to policy changes. But there is a problem: teachers are not often invited to the table as policymakers.

Teachers seemingly have little direct input into the policy process. Hacsi (2002) argued that elected officials pay little attention to educational research and instead create policies aligned with their base demands. Policies at the local, state, and national levels are initiated, implemented, revised, and abolished continuously with little or no input from teachers (Kumar & Scuderi, 2000; Malen, 2003; Watkins, 2008; White, 2018), and legislators routinely pass legislation impacting operations, funding, and curriculum in public schools without asking educators about their thoughts or implications of implementation at school (Black, 2020; Strauss, 2018). Teachers have limited political voice in the policymaking process.

Having a political voice means recognizing that one’s perspective and ideas have power. The belief that one has a voice and is efficacious is an essential component of deliberative democracy. Teachers have a vehicle for their political voice through teacher organizations like the National Education Association, the American Federation of Teachers, and local affiliates like the California Teachers Association. Still, involvement in policymaking is a different opportunity for voicing educators’ opinions. The policy process includes policy creation, implementation, and evaluation, and teacher involvement would allow participation in all phases of the process. Teachers’ perceptions of their role in the policy process may show the extent of their political voice and efficacy. For this article, political voice is defined as communication with elected officials. Teachers may have opportunities to express their political voice both through representative agencies and as participants in the educational system, but to what extent are elected officials listening?

Diem and Welton (2021) argued that educational leaders should have the power to frame policy issues in education. Conversations should include superintendents, principals, teachers, and anyone directly connected to education. However, the reality illustrates that different theories guide policy developments, affecting implementation and policy outcomes. Policy development, implementation, and outcomes refer to actions selected from viable alternatives to guide present and future decisions.

1.2 Statement of the Problem

The relevance of education to the existence and survival of nations cannot be over stressed as no nation can progress without its citizens being educated. However, to reap the benefits of education, teachers should be engaged in all education related matters, policy decisions inclusive. Engaging the teachers is indeed a great mechanism for the realization of the objectives of education as well achieving its quality, despite this there are some constraints to their engagement in the Nigerian context. In the first instance, even though the National Policy of Education provides and guarantees teachers participation with a view to eliminating overlaps, and sustain synergy, the government did almost everything itself without fully incorporating those with a stake. Added to this is the issue of unnecessary politicization of the education policies by governments through frequent revising of the policies as well as communication gap pertaining education issues between government, stakeholders and the masses. In situations where they are involved, for example the teachers and parents through what in Nigeria is called Parent Teacher Association, the constraints encountered include delay in decision making, increase expenses and lack of consensus.

1.3 Objectives of the Study

The overall aim of this study is to critically examine teachers involvement in education policy making in secondary education. Hence, the study will be channeled to the following specific objectives;

  1. Determine whether teachers has a significant role to play in the education policy making in secondary education in Nigeria.
  2. Find out the extent to which teachers engagement has impacted secondary education policy formulation in Nigeria.
  3. Find whether the involvement of teachers promotes the formulation of effective secondary education policy in Nigeria.

1.4 Research Question

The following questions are formulated inline with the study objectives;

  1. Does teachers have a significant role to play in the education policy making in secondary education in Nigeria?
  2. What is the extent to which teachers has impacted secondary education policy formulation in Nigeria?
  3. Does the involvement of teachers promote the formulation of effective secondary education policy in Nigeria?

1.5 Research Hypothesis

  • Ho: The involvement of teachers do not promote the formulation of effective secondary education policy in Nigeria.
  • Ha: The involvement of teachers promotes the formulation of effective secondary education policy in Nigeria.

1.6 Significance of the Study

This study is relevant to the field of Public Administration in two ways: thus both in theory and in practice. In terms of theory, the study contributes to the already existing literature on policy implementation in developing countries. Specifically, the study fills a gap in secondary educational policy formulation as most of the related studies look at implementation of educational policy as a whole. In terms of practice, the study illuminates the need for policy makers, professionals, technocrats and other actors within the educational fraternity to adopt broader consultation and stakeholder engagement throughout the policy implementation process. The research, therefore, has a deep foundation in the field of Public Administration and the results would be relevant to public administrators, policy makers, the general public and other people in authority on best practices for policy implementation.

1.7 Scope of the Study

The study focuses on the teachers involvement in education policy making in secondary education. Geographically, this study will be delimited to ministry of education, Imo State.

1.8 Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.9 Definitions of Terms

Education:

Education as the transmission of what is worthwhile to those who are committed to it, be they adult or young.

Educational Policies:

Educational policies are initiatives mostly by governments that determine the direction of an educational system.

1.10 Organization of the Studies

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on teachers involvement in education policy making in secondary education using ministry of education, Imo State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was to examine teachers involvement in education policy making in secondary education using ministry of education, Imo State as a case study. The study was specifically set to determine whether teachers has a significant role to play in the education policy making in secondary education in Nigeria, find out the extent to which teachers engagement has impacted secondary education policy formulation in Nigeria, and find whether the involvement of teachers promotes the formulation of effective secondary education policy in Nigeria.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled participants where all respondent are staff of ministry of education, Imo State.

5.3 Conclusions

In the light of the analysis carried out, the following conclusions were drawn.

  1. Teachers have a significant role to play in the education policy making in secondary education in Nigeria.
  2. The extent to which teachers has impacted secondary education policy formulation in Nigeria is high.
  3. The involvement of teachers promote the formulation of effective secondary education policy in Nigeria.

5.4 Recommendation

Based on the findings the researcher recommends;

  1. Stakeholders in education should be allowed to come together and join hands with the government to determine or decide on the form of education that is fit for the country. There is the need to have a plan of the form of education that would make the country develop in all aspects. This can be done by identifying the areas of educational challenges and on the aspects that need to be focus on. These areas are in most cases understood much better by the stakeholders and as such their involvement can play a great role towards making the right decision in the right direction. Moreover, going by the contents, structure and composition of the National Education Policy, it is evident that Nigeria has a sound and quality education policy that if properly put into effect can take the country to the promise land. Therefore, all hands must join together in order to have a cooperative education for the benefit of all.
  2. Effective teachers engagement in policy decision making enables a better planned and more informed policies, projects, programs and services which could be of mutual benefit not only to the stakeholders but to the education providers or the government and the society as a whole. For stakeholders, the benefits to be reaped out of taking part in educational activities include among others the opportunity to make their contribution as experts in their field to policy and program development, have their issues heard and get engaged in decision making. For the government or the ministry of education, the benefits of teachers engagement include improved flow of information by tapping into local knowledge and having the opportunity to ‘road-test’ policy initiatives or proposals with teachers. The more the teachers are engaged in participatory decision making, the more likelihood of reaping these benefits.
  3. In order to make a steady progress towards the realization of the objectives of education policies as well as achieve synergy and overcome overlaps, educational issues should not be politicized unnecessarily. There is the need to involve all those with a stake whenever the need arises even in cases of policy revision. Education policy formulation and consideration should be for the good of all and these call for a holistic overhaul, reorientation and rebranding of education. Government should make sure that all the recommendations as well as suggestions offered by in reports, pronouncements and positions canvassed by educational accreditation, visitations and probe panels are implemented.
  4. There is the need to have adequate enlightment of the masses by the government through the mass media especially the electronic media so that educational matters can reach everyone even those at the grassroots for them to understand what is really happening. This will go a long way in making the public aware of government educational programs and how best they can contribute towards its success.
  5. Parents and educators should realize that among the teachers they are the most important and that their coming together is indeed a move in the right direction aimed at benefiting the students as well of course as the schools. It is paramount therefore, that they should join hand cooperatively in order to achieve the goal of their coming together. All differences should be set aside. It is often said that two heads are better than one. They should therefore make optimum use of the opportunity in order to boost the education of their children so as to move the country forward.

How To Get The Complete Material For “Teachers Involvement In Education Policy Making In Secondary Education“

Project Material Download

5,000 - 5000

The Complete Material Will Be Sent to You in Just 2 Steps

Quick & Simple…

Step One Purchase

Make Payment (Through Transfer) of ₦5,000 to Any of the Account Below

Access Bank Plc Acc No: 0811003731
Samphina Academy
Current Account
Zenith Bank Acc No: 1225513212
Samphina Academy
Current Account
PalmPay Main Logo Acc No: 8143831497
Samphina Academy
Digital Account

Or CLICK HERE To Pay With Debit Card

FOR STUDENTS OUTSIDE NIGERIA
CLICK HERE To Purchase Material ($20)
FOR GHANIAN STUDENTS
Make Payment of 100 GHS to 0553978005 | Douglas Osabutey | MTN MoMo

Step Two Purchase

Send the Following Details on WhatsApp ( 08143831497) After Payment

  1. Payment Details
  2. TOPIC: Teachers Involvement In Education Policy Making In Secondary Education

The Complete Material Will Be Sent To You On WhatsApp After Receiving Your Details
T & C Apply

  Contact Our Help Desk

Need a Different Topic? Perform a Quick Search

List of Related Works

samphina.academy

Samphina Academy

Samphina Academy is an Online Educational Resource Center that is aimed at providing students with quality information and materials to aid them in succeeding in their academic pursuit.