Browsing by Author "ODINKO, Monica N."

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    Managements’ Leadership Style and Early Childhood Education (ECE) Teachers’ Attitude to Work in Offa Local Government Area, Kwara State, Nigeria
    (International Journal of Psychology and Education, 2019) ADEDIGBA, Olabisi; EFFRIM, Paul Kobina; ODINKO, Monica N.
    The study investigated managements’ leadership style and ECE teachers’ attitude to work in Offa Local Government Area of Kwara State, Nigeria. Causal-comparative design of the correlation type was adopted. The population comprised all teachers in preschool and lower primary schools in Offa Local Government Area of Kwara State. Simple random sampling technique was used to draw a sample of 200 teachers from 20 schools selected. Two self-developed instruments used for data collection were “Managements’ Leadership Styles Rating Scale” and “Teachers’ Attitude to Work Scale” with reliability coefficient of 0.81 and 0.73 respectively. The data collected were analyzed with descriptive statistics, T-test and Analysis of Variance. Leadership style had significant influence on teachers’ attitude to work and democratic leadership style produced better attitude to work among teachers. Therefore, it was recommended that school managers should employ appropriate leadership style to encourage better work attitude and excellent performance among their teachers. Also, they should regularly receive more leadership training to update their knowledge on leadership for improved management and relationship with the teachers
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    TEACHERS’ PERCEPTION OF ASSESSMENT IN EARLY CHILDHOOD EDUCATION IN OYO STATE
    (Department of Early Childhood and Primary Education, Kwara State University, Malete, 2012) ODINKO, Monica N.; ADEDIGBA, Olabisi
    In Early Childhood Education assessment is an issue because of its many roles. To better understand children’s overall development and monitor their progress through the curriculum and as well identify children who are at risk of academic failure or who may need special education services, and for us to assess the value or worth of the programme, assessment is essential. All these enormous roles are enough rationale for child educators to have right perception of assessment in early childhood education. This study examined teachers’ perception of assessment in early childhood education. Descriptive survey method was adopted. Three research questions were answered and two hypotheses were formulated and tested at 0.05 level of significance. Two hundred (200) early childhood education teachers from both urban and rural were involved in the study. Teachers’ Perception of Assessment Questionnaire (TPAQ) was used to collect data. Data collected were analyzed through tables, frequency counts, percentages and mean rating statistical techniques. Results show that the early childhood teachers do not have right perception of assessment in early childhood education and that the predominant method of assessment among them is paper and pencil. Therefore, the study recommended that teacher preparation programmes should include courses in assessment and child observation, and teachers already in the classroom should be trained in the use of purposeful observation, documentation, and analysis of assessment data