TEACHERS PERCEPTION OF UNETHICAL PRACTICES AND MANAGEMENT OPTION AMONG MISSION SCHOOLS IN DELTA STATE
| Format: Ms Word | 1-5 Chapters | Table of Content|
INSTANT PROJECT MATERIAL DOWNLOAD
Study Level: BTech, BSc, BEng, BA, HND, ND or NCE
Amount: ₦3,000.00
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Early Christian missionaries’ primary goal was to educate indigenous peoples in order to convert them to Christianity. A good Christian was thought to need Bible knowledge, the ability to sing hymns and recite catechisms, and the ability to communicate verbally and in writing. Several missionary organizations sprang up during this time, each with its own political, economic, and theological leanings, all vying to build as many schools as possible. It’s worth noting that each missionary organization operated and funded its own educational system. Mission schools have spread like wildfire across the United States (Nwaze, 2010). Mission schools, like any other school in Nigeria, face a slew of problems that have harmed students. Its primary objectives. Mission schools must deal with a wide range of administrative options as well as unethical behavior. Differences in the duties and responsibilities of teachers within the school system may increase the likelihood of conflict in these situations. As a result, there is little discussion of the ethics that underpin the difficult decisions that must be made. Unethical behavior is frequently the result of decisions that require value judgments about what is the proper or best thing to do in a given situation. According to Campbell (2008), doing the “right thing” appears simple most of the time, but when an ethically challenging situation arises, it may cause people to question their ethics in practice. He went on to say that education is important. Administrators, teachers, and the entire school community deal with difficult ethical issues on a daily basis, making it a fundamentally moral endeavor. Moral thinking, according to Kohlberg (2010), is not a necessary prerequisite for ethical behavior. Teachers are frequently expected to do the “right thing,” so ethics and moral concepts may simply become part of the hidden curriculum. This suggests that the ideas driving teachers’ actions are so deeply embedded in practice that they are rarely addressed, analyzed, or debated. Lyons (2006), on the other hand, correctly stated that the majority of teachers expressed difficulty in dealing with real-life unethical problems that they encountered in the course of their daily operations within the school system. However, as Leke (2009) points out, unethical behavior at mission schools includes Absenteeism on the part of instructors and students, cheating during examinations, poor clothing, drug use, lying and being late to school and lectures, and leaking test questions are all examples of misconduct. These immoral methods agitate instructors’ and students’ minds, interfering with their and their classmates’ learning (Aduma, & Auwal, 2007). For parents, the quality of education is determined by what influences their children, specifically the school environment based on learner character development. Learning and work ethics are important factors in determining educational quality. Schools with a high rate of unethical behavior are unable to produce disciplined and quality graduates. This reduces the value of our educational goods based on the criteria we use to evaluate human behavior. To put it another way, moral principles, such as promoting what is thought to be beneficial, Being good and minimizing or avoiding what appears to be evil are taught to children from an early age at home and in school. Mission schools face not only unethical behavior within the institution, but also management issues. Mission schools and school administrators must deal with a slew of issues (principals and teachers). According to Sidhu (2007), these difficulties include an increase in student enrollment, a lack of credibility, inadequate facilities, political instability, a lack of collaboration, non-performance, a lack of commitment, obsolete expertise, waste, and poor planning. Similarly, management issues may be the result of the mission school’s current location in a changing society. Today’s civilization is in a constant state of flux, with one thing changing after another.
The next step is change. The public sphere has become increasingly perplexed, divided, and dissatisfied (Grimmett & Echols 2010). This is because the rapid pace of change has impacted all institutions, including mission schools. The culture of students and instructors in educational institutions has changed dramatically, influencing their attitudes toward teaching and learning (Nwaka, 2010). Learning, skills, attitudes, instructional materials, equipment, and techniques from the past are quickly becoming obsolete, irrelevant, or inadequate. While the community is undergoing these rapid transformations, education has been viewed as the sole means of salvation. According to the researcher, education, as the foundation of all societies and an internationally competitive economy, is the most efficient way for a society to address today’s and tomorrow’s problems.
1.2 Declaration of the problem
Unethical activities and management issues have plagued a mission school that is well-regarded by the government, the host community, and parents. Due to these difficulties, parents have lost faith in their children who attend mission schools across Nigeria, particularly in Delta state. The impact of unethical activities on school management, school environment, the quality of school graduates, and public opinion on mission schools is well documented. This has a negative impact on the social worth of mission schools on a local, national, and global scale. These are some of the factors that have been identified as contributing to a perceived decline in teacher quality of instruction and student academic performance. Increased dropout rates, as well as inter-school mobility among local governments, states, and nations, are regarded as unethical practices.
Mission schools in Delta State. Scholars are also aware of the consequences of waste in education caused by corruption as a result of unethical activities, following large financial, human, and material expenditures in mission schools. However, one issue that has bothered the researcher is how mission school teachers perceive unethical behavior and management issues in their school system. As a result, the focus of the study is on instructors’ perceptions of unethical behavior and management decisions in Delta State mission schools.
1.3 The study’s purpose
The study’s primary goal is as follows:
- To investigate unethical practices as perceived by teachers in Delta State mission schools.
- To investigate the causes of unethical behavior in Delta State mission schools?
- To discover what are the ramifications of unethical practices in Delta State mission schools?
- to look into management disciplinary options for unethical behavior in Delta State mission schools?
1.4 Hypotheses for research
H01: Unethical practices in Delta State mission schools have no consequences.
H02: In Delta State mission schools, there are no management disciplinary options for unethical practices.
1.5 Importance of the research
The importance of this study cannot be overstated because:
- The purpose of this study is to investigate teachers’ perceptions of unethical practices and management options in Delta State mission schools.
- The research findings will undoubtedly provide much needed information to government organizations, the Ministry of Education, and academia.
1.7 The scope of the research
This research will look into teachers’ perceptions of unethical practices and Management Option in Delta State Mission Schools. As a result, will be restricted to a few Asaba mission schools.
1.8 The study’s limitations
A number of factors hampered this study, which are as follows: just like any other research, from a lack of needed accurate materials on the topic under study to an inability to obtain data. The researcher faced financial constraints in obtaining relevant materials as well as printing and collating questionnaires.
Time constraint: Another constraint is time, which makes it difficult for the researcher to shuttle between writing the research and engaging in other academic work.
1.9 Definitions of terms
Unethical behavior: an action that deviates from what is considered right or proper for a person, a profession or an industry.
The process of dealing with or controlling things or people is referred to as management.
A mission school is a religious school founded and run by Christian missionaries.
USE THIS MATERIALS AS A GUIDE FOR YOUR PERSONAL RESEARCH WORK (IF PROPERLY CITED)
PAY ₦3,000 HERE TO DOWNLOAD MATERIALS
Account Number: 0709546102
Access Bank: Savings
Account Name: Emmanuel Idorenyin Samuel.