EVALUATION FEEDBACK AND TEACHER EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN EKITI STATE, NIGERIA.

Abstract

The study examined the relationship between evaluation feedback and teacher effectiveness in public secondary schools in Ekiti State, Nigeria. The descriptive survey research design was adopted in the study. The population of the study consisted of all   public secondary school principals and teachers in Ekiti State. The sample for the study consisted of 540 teachers and 27 principals selected from 27 public secondary schools in Ekiti State. The sample was selected using multistage sampling procedure. Data for the study were collected using two self-designed instruments tagged “Evaluation Feedback Questionnaire” (EFQ) and “Teacher Effectiveness Questionnaire” (TEQ). The instruments were validated by experts in Educational Management and in Tests and Measurement. The reliability of the instruments was done using test re-test method. The scores from both administration were analysed using Pearson’s Product Moment Correlation statistics which yielded reliability coefficient value of 0.87 for EFQ and 0.79 for TEQ. The data collected through the instruments were analysed using descriptive and inferential statistics. The hypothesis was tested at 0.05 level of significance. The finding of the study revealed that there was no significant relationship between evaluation feedback and teacher effectiveness. Based on the findings of the study, it was concluded that evaluation feedback do not significantly impact teacher effectiveness in public secondary schools in Ekiti State, Nigeria. Based on the findings of the study, it was recommended that school principals should always give feedback of evaluation to teachers.