Effect of institutional context and finance context of housing finance on home ownership among low-income earners in Bauchi

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Moses Jonathan Gambo
Keyword(s):  
Local Government ◽  
Primary School ◽  
Financial Institutions ◽  
Low Income ◽  
Institutional Context ◽  
Local Government Area ◽  
Housing Finance ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type

Purpose The purpose of this paper is to evaluate the effects of housing finance institutional and financial context on beneficiaries’ context to low income earners in Bauchi Local Government Area, Bauchi, Nigeria Design/methodology/approach This paper adopted a quantitative research approach. Self-administered structured questionnaires were used to collect information from 357 primary school teachers in Bauchi Local Government Area, Bauchi, Nigeria. Partial least squares-structural equation modeling was used to analyze the data collected using SmartPLS 2 software Findings This study revealed that effectiveness of financial institutions and their performance has significant positive causal effect on low income earners housing ownership context, which shows that performance and effectiveness of the housing finance institutions is vital to housing ownership for the low income earners in the study area. Thus, performance of housing finance institutions and their effectiveness has direct effects on low income earners housing ownership through finance affordability Practical implications The prime consumer of these research findings are the financial institutions, this will make them bulk up in terms of their performance and effectiveness toward housing finance accessibility and affordability to the low income earners such as the primary school teachers in the study area. Originality/value This paper used the technology organization environment theory, which is a multi-perspective theory to evaluate the concepts of institutional, finance and beneficiaries context with respect to housing finance in Bauchi by conceptualizing institutional context as effectiveness and performance, finance context as affordability and accessibility and beneficiaries context as ownership.

Relationship between housing finance institutional contexts and financial contexts to housing ownership by low-income earners in Bauchi LGA, Nigeria

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Moses Jonathan Gambo ◽  
Sani Usman Kunya ◽  
Bala Ishiyaku ◽  
Musa Jacob Ashen ◽  
Wilfred Emmanuel Dzasu
Keyword(s):  
Local Government ◽  
Low Income ◽  
Quantitative Research ◽  
Local Government Area ◽  
Housing Finance ◽  
Research Approach ◽  
Content Type ◽  
Sustainable Housing ◽  
Institutional Contexts ◽  
The Relationship

Purpose The purpose of this paper is to investigate the relationship between housing finance institutional related variables and financial related variables of low-income earners in Bauchi Local Government Area, Bauchi, Nigeria. Design/methodology/approach In this study, quantitative research approach was adopted. Self-administered structured questionnaires were used to collect information from 500 primary school teachers in Bauchi Local Government Area, Bauchi, Nigeria. A correlation analysis was carried out to find the relationship between housing finance institutional contexts and finance contexts to low-income earners in the study area using SPSS Version 23 software. Findings The findings shows that the low-income earners were more concerned with the accessibility and affordability on housing ownership, and it also showed that performance and effectiveness of the housing finance institutions were of paramount importance to housing ownership for the low-income earners in the study area. Practical implications The finance institutions are the prime consumer of these research findings. The participants in the finance institutions are going to benefit from the low-income earners’ housing ownership development. Originality/value The paper also emphasized that the finance institutions should make the housing finance loan accessible and affordable to the low-income earners to meet their dream to sustainable housing ownership.

scholarly journals Teachers’ and Proprietors’ perception of pre-primary school curriculum process in Ife-East Local Government Area of Osun State, Nigeria

2019 ◽  
Vol 6 (9) ◽  
pp. 39-47
Author(s):  
Iroegbu Victoria Ihekerenma
Keyword(s):  
Local Government ◽  
Primary School ◽  
Job Training ◽  
School Curriculum ◽  
Local Government Area ◽  
School Teachers ◽  
Research Instrument ◽  
Methods Of Evaluation ◽  
Chi Squared ◽  
Primary School Curriculum

This study investigated preprimary school teachers’ and proprietors’ perception of curriculum process in preprimary education in Nigeria. 140 teachers/proprietors from private preprimary schools were purposively selected for the study. The research instrument was a 32 item researcher constructed curriculum process questionnaire in the Likert format with Cronbach’s Alpha of .852. The items were distributed into five sections: impending curriculum sensitization; curriculum objectives; contentment; methods and strategies; and methods of evaluation. The instrument was administered on the teachers and proprietors in their various schools and collected by the researcher and assistants on the same day. The resulting data were analyzed using the Chi Squared statistics. The results showed that in 28 cases out of 32, the Chi squared obtained was not significant at the .05 level. It was concluded that preprimary school teachers and proprietors had similar perceptions of preprimary curriculum process. It was recommended that preprimary school teachers and proprietors be given regular on-the-job training in this regard.

Organization of teaching practice of future primary school teachers in the context of dual training system

2018 ◽  
Vol 32 (5) ◽  
pp. 942-954
Author(s):  
Natalia Khan ◽  
Aigul Syzdykbayeva ◽  
Fariza Kinzhibaeva ◽  
Gulmira Demesheva ◽  
Oryngul Abilova
Keyword(s):  
Primary School ◽  
Professional Education ◽  
Teaching Practice ◽  
School Teacher ◽  
Training System ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type ◽  
Teachers Training

PurposeThe purpose of this paper is to bare the peculiarities and challenges of the dual training (DT) of the future primary school teachers in the Republic of Kazakhstan. The above-mentioned problem is quite urgent, as the system of VET and DT is a rather new experience for Kazakhstani system of higher education. Thereby, the paper makes an effort to demonstrate the forms of organization of DT at teachers’ training university.Design/methodology/approachThe instruments for gathering information (data) for this study were various primary school teachers’ training curricula adopted by Kazakh State Women’s Teacher Training University; in particular, curricula of teaching practice. Various types of teaching practice during the entire learning period are provided by the state educational standards of higher professional education. Therefore, the research utilized a retrospective analysis that allows identifying the nature and specifics of the primary school teachers’ training curricula.FindingsThe paper points out the necessity to strengthen practical orientation of future primary school teacher through the synthesis of academic and educational processes (in school). It also presents the differences between the organization of teaching practice based on traditional and dual approach.Originality/valueThe authors suggest project curriculum of continuous teaching practice during the entire learning process on the example of the specialty 5B010200 Pedagogy and methodology of primary education in the context of DT and some results of its implementation.

Correlates of burnout among Indian primary school teachers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Arjun Chakravorty ◽  
Pankaj Singh
Keyword(s):  
Social Behavior ◽  
Primary School ◽  
Job Demands ◽  
Partial Least Square ◽  
Least Square ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type ◽  
The Impact ◽  
Pro Social Behavior

Purpose This study aims to examine the correlates of burnout among primary school teachers working with public schools in Chhattisgarh-India. Design/methodology/approach Data were collected from 713 teachers using a questionnaire survey. Using partial least square path modeling, this study tests the proposed measurement and structural model. Findings The study confirmed that general job demands and emotional job demands in a school environment significantly correlated with burnout, which, in turn, has increased somatic symptoms and decreased pro-social behavior among teachers. However, the association of burnout with absenteeism was insignificant. Emotional intelligence (EI) was found to buffer the adverse associations of general job demands and emotional job demands on burnout. Practical implications The findings of this study demonstrate that EI has buffering effects on high job demands that consequently reduce burnout. This will help educators and policymakers in shaping and formulating effective policies and practices to deal with burnout. Originality/value Earlier studies exploring burnout of primary school teachers, especially in the Indian context, had focused exclusively on demographic factors. This study is an early attempt to understand the impact of contextual factors on burnout thereby helping in designing appropriate interventions thereof. This study additionally rationalizes the unexplored association of burnout with pro-social behavior among educators.

Teachers’ approaches to multicultural education in Georgian classrooms

2015 ◽  
Vol 9 (4) ◽  
pp. 248-262 ◽  
Author(s):  
Shalva Tabatadze
Keyword(s):  
Multicultural Education ◽  
General Education ◽  
Primary School ◽  
Social Action ◽  
Intercultural Sensitivity ◽  
National Curriculum ◽  
Practical Importance ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type

Purpose – This paper aims to explore the multicultural education strategies employed by primary school teachers in Georgia. Design/methodology/approach – In-depth interviews with 65 primary school teachers were used. The interviews were analyzed using the theoretical framework of multicultural educational approaches defined by James Banks. The approaches used by Georgian teachers were classified into four approaches to multicultural education: contributions, additive, transformation and social action approaches. Findings – The research revealed that the majority of teachers use the contributions and additive approaches to multicultural education. The use of the transformation approach by teachers is very rare and only happens if school textbooks, as well as exercises and assignments in the textbooks, provide this opportunity. The social action approach to multicultural education has not been used in primary grades in Georgia. The research revealed that some teachers reject diversity in their classroom as well as the necessity of developing their students’ intercultural sensitivity. These teachers have an informed and conscious approach to not using multicultural approaches in the teaching process. This approach is named by the author as the “inactive action approach”, which is specific to Georgia and is widely used in primary school classes. Practical implications – The study has scientific and practical importance. The findings of this study also have practical importance. They can be used for the implementation of teacher education and training programs in Georgia. Consideration of these findings will contribute to the implementation of the National Objectives of General Education and the National Curriculum of Georgia. Originality/value – This study makes contribution to the development of the field of multicultural education in Georgia.

scholarly journals The Effectiveness of "Teach for America" and Other Under-certified Teachers

2002 ◽  
Vol 10 ◽  
pp. 37 ◽  
Author(s):  
Ildiko Laczko-Kerr ◽  
David C. Berliner
Keyword(s):  
School Districts ◽  
Primary School ◽  
Low Income ◽  
Teach For America ◽  
Primary School Children ◽  
School Teachers ◽  
Primary School Teachers ◽  
Certified Teachers ◽  
Positive Effects ◽  
Academic Achievements

The academic achievements of students taught by under-certified primary school teachers were compared to the academic achievements of students taught by regularly certified primary school teachers.  This sample of under-certified teachers included three types of under-qualified personnel: emergency, temporary and provisionally certified teachers.  One subset of these under-certified teachers was from the national program "Teach For America (TFA)."  Recent college graduates are placed by TFA where other under-qualified under-certified teachers are often called upon to work, namely, low-income urban and rural school districts. Certified teachers in this study were from accredited universities and all met state requirements for receiving the regular initial certificate to teach.  Recently hired under-certified and certified teachers (N=293) from five low-income school districts were matched on a number of variables, resulting in 109 pairs of teachers whose students all took the mandated state achievement test. Results indicate 1) that students of TFA teachers did not perform significantly different from students of other under-certified teachers, and 2) that students of certified teachers out-performed students of teachers who were under-certified.  This was true on all three subtests of the SAT 9reading, mathematics and language arts.  Effect sizes favoring the students of certified teachers were substantial.  In reading, mathematics, and language, the students of certified teachers outperformed students of under-certified teachers, including the students of the TFA teachers, by about 2 months on a grade equivalent scale.  Students of under-certified teachers make about 20% less academic growth per year than do students of teachers with regular certification.  Traditional programs of teacher preparation apparently result in positive effects on the academic achievement of low-income primary school children.  Present policies allowing under-certified teachers, including those from the TFA program, to work with our most difficult to teach children appear harmful.  Such policies increase differences in achievement between the performance of poor children, often immigrant and minority children, and those children who are more advantaged.

Drama pedagogy as a catalyst for shifting language anxiety in primary school teachers: offering critical engagement within EFL classroom

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naoko Araki
Keyword(s):  
Primary School ◽  
Professional Learning ◽  
Primary Schools ◽  
English Language ◽  
Language Anxiety ◽  
Successful Implementation ◽  
Learning Program ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type

PurposeJapanese school teachers are facing challenges under the new curricula reform, and there is still a lack of preparation to guide them to a successful implementation. Dilemmas related to teaching English language in primary schools were seen among participant teachers in a program of professional learning. This study aims (1) to identify a feeling of anxiety and readiness to the new EFL curricula and (2) to offer a professional learning program for shifting their concerns to regain their confidence and agency as educators.Design/methodology/approachThe study was conducted based on qualitative research. Qualitative data was collected from 40 participating teachers in the professional learning program, and later was critically analysed.FindingsInitial findings revealed that the majority of participants felt concerned towards teaching EFL in their school, as they are homeroom teachers, not specialist teachers in EFL. Drama pedagogy helped shifting their language anxiety and repositioning themselves within the new EFL curricular implementation, as it became evident through the reflections of the professional development workshop.Originality/valueThe study highlights current educational issues that Japanese primary school teachers are facing. Failure to fully address their feeling of anxiety underlies the Japanese school culture. Drama pedagogy, despite being quite new to educational pedagogy in Japan, was effective in allowing the participants to freely express their voices.

School teachers’ job satisfaction and personal characteristics

2015 ◽  
Vol 29 (1) ◽  
pp. 73-97 ◽  
Author(s):  
Anna Saiti ◽  
Yiannis Papadopoulos
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
School System ◽  
Personal Characteristics ◽  
Small Sample ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type ◽  
Total Satisfaction ◽  
The Relationship

Purpose – The purpose of this paper (based on the relevant literature) is to: investigate, through empirical analysis, primary school teachers’ perceptions regarding their job satisfaction, and examine whether or not the personal characteristics of primary school educators (such as gender, age, family status, educational level, and the total years of service in public primary education) have any impact on their job satisfaction. Design/methodology/approach – In total, 360 questionnaires were administered to primary school teachers in the metropolitan area of Athens (region of Attiki). The sample was randomly selected. The questionnaire was based on 41 closed and was divided into two sections. The Job Satisfaction Survey developed by Spector (1985) was implemented. Findings – Greek school teachers are generally satisfied with their profession. There is no statistical correlation between personal characteristics and the overall satisfaction while indicated that teachers are more satisfied with three aspects (subscales) of job satisfaction, namely, “administration,” “colleagues” and “nature of work” and less satisfied with “salary,” “benefits” and “potential rewards.” Age correlates with the levels of satisfaction with reference to administration, potential rewards, colleagues and the nature of work. The overall satisfaction positively correlates with all nine aspects of job satisfaction (subscales) and gender affects the aspects of “promotion” and “colleagues.” Research limitations/implications – This study only analyzes a small sample from the Athens region and hence the results cannot be used to generalize about the whole of Greece. Since other Greek regions operate in different socio-economic environments, an analysis of additional data from other regions (rural and urban areas) would be necessary to compare and confirm the results. Originality/value – The findings of this study a valuable extension of other relevant research as it provides the first empirical study of the Greek school system, investigating the relationship between certain aspects of job satisfaction and the personal characteristics of school educators as well as the relationship between these aspects of job satisfaction and total satisfaction. In the context of efficient educational policy, a greater understanding of educators’ job satisfaction could facilitate the development of more effective policy practice that would increase not only the level of educators’ satisfaction, commitment and morale but also improve the performance of the school system.

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