Teachers Life Insecurity And Student Academic Performance In Public Secondary School (A Case Study Of Tarime District – Tanzania)
This study was carried out on the teachers life insecurity and student academic performance in public secondary school, a case study of Tarime district, Tanzania using some selected public secondary schools in Tarime district as a case study. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of secondary school students in some selected schools in Tarime district. In determining the sample size, the researcher conveniently selected 200 respondents and 150 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, SPSS v23. The result of the findings reveals that teacher life Insecurity has a significant impact on the academic performances of secondary school students in Tarime district. The study also revealed that the prevalence of teacher life insecurity among schools in Tarime district is high. Therefore, it is recommended that efforts should be made by owners of schools as well as stake holders in education to ensure that school environments are fenced and protected to ward off intruders from the school premises so that students can have a sense of security which will allow them to concentrate and improve on their academic performance. To mention but a few.
Table of Content
- Title Page
- Table of Content
- List of Tables
- 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
Review of Literature
- 2.1 Conceptual Framework
- 2.2 Theoretical Framework
- 2.3 Empirical Review
- 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
Data Presentation and Analysis
- 4.1 Data Presentation
- 4.2 Analysis of Data
- 4.3 Answering Research Questions
- 4.4 Test of Hypotheses
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
1.1 Background of the Study
Insecurity in schools has been studied in diverse ways in the literature. For instance, in most sub-Saharan African countries, insecurity in schools has been studied at the state level, especially where the state uses its repressive mechanisms to quell student rioters and put student leaders in prison under torture (O’Malley 2007). On the other hand, in Middle Eastern countries such as Iran and Palestine, focus has been on attacks on educators as well as how wars can stop children from getting an education (O’Malley 2007). For example in countries like Afghanistan and Palestine, statistics have recounted numbers of teachers killed as a result of violent conflict and abductions (Human Rights Watch 2006). In North America and Europe, the interest in schools and insecurity has mostly been directed at war-torn countries like Afghanistan, Colombia, Democratic Republic of Congo, Sudan and Iraq. In these countries, O’Malley writes, “schools, places that should be safe for children, have increasingly become the prime target of attacks by armed parties” (2007, 7).
Insecurity has been identified as being an anathema to education patronage and development. (Hausler, Urban & McCorquodale, 2011; The World Bank, 2011; Abdulrasheed, Onuselogu & Obioma, 2015) as neighbourhood become insecure (Abdulrasheed, Onuselogu & Obioma, 2015); and schools and colleges are looted, destroyed and abandoned, teachers assassinated, scholars threatened, and students recruited as child soldiers (Hausler, Urban & McCorquodale, 2012; Jones & Naylon, 2014).
The 2011 World Bank Development Report found that people in fragile and conflict-affected states are more than three times as likely to be unable to send their children to school as those in other developing countries. Access to education has been identified as the panacea to the ‘persistent challenges of insecurity facing Nigeria’ (Ndoma-Egba, 2014). In the same vein, falling education coupled with illiteracy have been identified as the main cause of insecurity in the northeastern part of Nigeria (Asaolu, 2012; 2015, Murray-Bruce, 2013). Although Nigeria has the world’s worst record of having some 10 million children out of school, with nine out of these ten millions coming from the North (Nyesom Wike quoted in Naij.com, 2015), data on prevailing literacy level in Northeastern Nigeria suggest that basic education has been experiencing serious problems in the region before the insurgences. For instance, basic education in Borno State were shown to had shortage of classes for teaching and learning, shortage of instructional materials and teachers (NUT, 2007); teachers’ salaries were not paid, leading to frequent strike by basic school teachers (NUT, 2008). As at 2013, Yobe and Borno have the highest illiteracy levels in the country. A whopping 83.3% of boys over 6 and adult men in Yobe state have no formal Western education. The figure for Borno which is number two on the list is 63.6%.
The concept of insecurity connotes the state or quality of being insecure. Security in simple terms means protection of lives and properties from destruction. According to Onifode, Imhonopl and Uorim (2013) security is the dynamic condition which involves the relative ability of a state to counter threats to its core values and interest and their primary beneficiaries are the citizens. In addition, sharing the view Abraham Maslow, Iyenger (1977) stated that an insecure person perceives the world as a life threatening jungle, feels unsafe, unhappy, rejected, hostile, and pessimistic, shows a sign of tension, conflict and guilt, and tends to be neurotic and generally egocentric. It therefore seems that when a student studies in an environment that is characterized by insecurity, the student may suffer socially, mentally and emotionally and it makes sense hypothetically to state that all these are likely to affect not only his behavior and psychosocial adjustment but may also affect his academic performance.
According to Ojukwu and Nwanma (2015), insecure school environment, including the dilapidated conditions and teachers’ negative attitude to condone and accept the emotional needs of students, which will lead to undue influences and clashes of a local community interfering with school business. Also, they stated that in insecure school environments the psychological problems of the students are never met or carelessly handled, there are always segregations in the school community along religions, tribal and sectarian lines as students may ignore teachers’ directives and may also challenge the teachers on certain concepts and school properties may likely be deliberately damaged by the students to show their disapproval of managements decisions (Ojukwu & Nwanma, 2015).
Also Ojukwu and Nwanma (2015) reported that in a school environment characterized by insecurity, lateness is the norm in school and students are allowed to freely use handsets and phones. Annually, the external results of the school are always bad as a result of poor teaching climate of the school as having been shown by 2010, 2011, 2012, 2013 and 2014 WAEC results cited above. Other instances of insecurity of the school environment include that sometimes female staff and students complain of being raped or impregnated leading to school dropout (Ojukwu & Nwanma, 2015). Also, parents complain that their children are bullied and injured and the classrooms are overcrowded, poorly ventilated and lit (Ghazi, Shahzada, Tariq & Khan, 2013). The above painted school environment may most likely affect students’ academic performance.
1.2 Statement of the Problem
Recently major stakeholders in Education such as government, industries, communities, parents, schools even students and many others have been lamenting over the poor quality of Tanzania students in both learning and character suggesting a poor academic performance. Researchers and authors have speculated reasons for the failure on the part of the students in secondary schools including those in Tarime district to acquire the necessary social, psychological and academic skills to cope with demands of life and living in and outside the school. Their findings and suggestions tend to point at those issues which tend to waste students’ time and then have false notions about true life situations. Others have focused on teaching and learning materials as well as students themselves. An area that seems to have been neglected by past researchers is the effect insecurity of school environment will have on the academic performance of the secondary school students. Educators have long emphasized that many students perform poorly in their academic work not because they do not possess the mental ability to do well. An area that seems to have been neglected by researchers is the issue of insecurity of the school environment and the effect it could have on the academic performance of the secondary school students.
According to Ojukwu and Nwanma (2015), since the inception of democracy in Nigeria in 1999, insecurity has become a major issue of concern to every citizen. On a daily basis the media has continued to highlight and discuss incessant cases of armed robbery, kidnapping, bombings, abductions, rape, cultic activities and a high rise in ethnic and communal clashes, which have become regular occurrences and have characterized life in Nigeria (Nwangwa, 2014). Media report are awash with the number of lives lost as a result of terrorist, insurgent and other attacks that seem to be alarming. As if some places in the country can be walled off from the negative impact of insecurity, our academic (schools) institutions have also become hot spots where cases of insecurity are recorded (Ojukwu & Nwanma, 2015). The main interest, motivation and problem of this study therefor is to investigate the relationship between teachers life insecurity and student academic performance in public secondary school, a case study of Tarime District, Tanzania.
1.3 Objective of the Study
The main focus of this study is to examine the relationship between teachers life insecurity and student academic performance in public secondary school, a case study of Tarime District, Tanzania. Specifically it seeks:
- To determine the prevalence of teacher life insecurity among schools in Tarime District, Tanzania.
- To ascertain whether teacher life insecurity in the school environment affects students class attendance.
- To ascertain whether insecurity in the school environment affects students concentration and motivation to learn.
- To determine whether teacher life insecurity has a significant impact on theacademic performances of secondary school students in Tarime District, Tanzania.
1.4 Research Question
The following research questions guides the study
- To what level is the prevalence of teacher life insecurity among schools in Tarime District, Tanzania?
- Does insecurity in the school environment affect students class attendance?
- Does insecurity in the school environment affect students concentration and motivation to learn?
- Does teacher life insecurity have a significant impact on academic performances of secondary school students in Tarime District, Tanzania?
1.5 Research Hypotheses
The following null hypotheses will validate this study:
- H0: Teacher life Insecurity does not have a significant impact on academic performances of secondary school students.
- Ha: Teacher life Insecurity does have a significant impact on academic performances of secondary school students.
1.6 Significance of the Study
Considerable attempts may have been made at researching on some variables or factors affecting students’ academic performance but little or none has focused on the effect of insecurity on the academic performance of secondary school students. Also, given the wide ranging effects of students’ poor academic performance and its concomitant social and destructive emotional effects on the students, parents, society and the nation It is appropriate and should be a welcome development to investigate the effect of teacher life insecurity on the academic performance of secondary school students with the view of proffering solutions for a better performance by students.
1.7 Scope of the Study
This study focuses on the teachers life insecurity and student academic performance in public secondary school. The respondents for this study will be obtained from selected public secondary schools in Tarime District – Tanzania.
1.8 Limitation of the Study
The following posed to be a constraint to the study.
Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
However in the midst above mentioned limitation the researcher devotedly ensured that the purpose of the study was actualized.
1.9 Definition of Terms
The state of being open to danger or threat; lack of protection.
This is used in the study to refers to students’ attitude to competition for excellent in their attitude toward participating in classroom activities and home work. It also used to students’ interest in learning.
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.
Summary, Conclusions and Recommendations:
This chapter summarizes the findings on theteachers life insecurity and student academic performance in public secondary school using some selected public secondary schoolsin Tarime District-Tanzaniaas 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 on the the teachers life insecurity and student academic performance in public secondary school using some selected public secondary schools in Tarime District-Tanzania as a case study. The study is was specifically set to determine the prevalence of teacher life insecurity among schools in Tarime District-Tanzania, ascertain whether insecurity in the school environment affects students class attendance, ascertain whether insecurity in the school environment affects students concentration and motivation to learn, and determine whether teacher life insecurity has a significant impact on the academic performances of secondary school students in Tarime District-Tanzania.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants, where all respondent aresecondary school students and teachers in some selected secondary schools in Tarime District-Tanzania.
Based on the findings of this study, the researcher made the following conclusion.
- The teacher life prevalence of insecurity among schools in Tarime District-Tanzania is high.
- Insecurity in the school environment affects students class attendance.
- Insecurity in the school environment affects students concentration and motivation to learn.
- Teacher life Insecurity has a significant impact on the academic performances of secondary school students in Tarime District-Tanzania.
Based on the findings of the study, the following recommendations are proffered.
- Efforts should be made by owners of schools as well as stake holders in education to ensure that school environments are fenced and protected to ward off intruders from the school premises so that students can have a sense of security which will allow them to concentrate and improve on their academic performance.
- Schools should be located in safe and secured environment with perimeter fence to enable teachers and students’ safety for the attainment of school goals.
- Government, private sector and NGOs should pool resources together and equip schools with security gadgets (like CCTVs, Cameras, alarms etc).
- Teachers, principals/vice principals, and non-academic staff should be given security awareness training from time to time.
- There should be cordial relationship between the schools and host communities, and security agencies.
- Security personnel should be deployed to schools.
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