Lateness: A major problem confronting school administrators in Delta State, Nigeria (original) (raw)
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Mimbar Sekolah Dasar, 2019
Students’ lateness to school is one of the challenges faced by school administrators. This research therefore investigated the factors responsible for students’ lateness to school as expressed by Nigerian teachers in elementary schools. The influence of moderating variables of sex, years of teaching experience and educational qualification on the respondents’ expressions was also considered. The study is descriptive in nature and sampled 200 Nigerian teachers in elementary schools. An instrument titled ‘Factors Responsible for Lateness to School Questionnaire (FRLSQ’ was adopted to gather data. The descriptive and inferential statistics were used as methods of data analysis. It was revealed that the factors responsible for students’ lateness to school as expressed by Nigerian teachers in elementary schools are poor preparation for school, going late to bed, distance of school from home, high level of poverty, peer pressure, single parenting among others. It is concluded that the fac...
A review of Factors Associated with Student's Lateness Bahavior and Dealing Strategies
This study aimed to systematically review studies that investigate factors associated with students lateness behavior and dealing strategies. There were at least 24 papers and reports reviewed regarding lateness behavior. The related journal papers and reports on factor associated with students lateness behavior and dealing strategies were downloaded with cut off limit from 1991 to 2013. The papers and reports were then analyzed and organized according to the definitions of lateness and various factors associated with students lateness behavior and dealing strategies. However, the finding of this study indicate that there were conclusive evidence from the reviewed literature regarding students lateness behavior, yet the number of articles supporting it was small. Finally, conclusion of the study indicate tha dealing with disruptive behavior in the classroom is one of the most challenging aspects of being a professor and the study recommended further investigations and analysis could be beneficial to obtain a complete vision of patterns of lateness behavior and coping strategies for the student.
A review of Factors Associated with Student's Lateness Behavior and Dealing Strategies
This study aimed to systematically review studies that investigate factors associated with students lateness behavior and dealing strategies. There were at least 24 papers and reports reviewed regarding lateness behavior. The related journal papers and reports on factor associated with students lateness behavior and dealing strategies were downloaded with cut off limit from 1991 to 2013. The papers and reports were then analyzed and organized according to the definitions of lateness and various factors associated with students lateness behavior and dealing strategies. However, the finding of this study indicate that there were conclusive evidence from the reviewed literature regarding students lateness behavior, yet the number of articles supporting it was small. Finally, conclusion of the study indicate tha dealing with disruptive behavior in the classroom is one of the most challenging aspects of being a professor and the study recommended further investigations and analysis could be beneficial to obtain a complete vision of patterns of lateness behavior and coping strategies for the student.
This paper is a review on lateness in public schools, which has posed a major problem to school administrators in Delta State, Nigeria, especially at the primary and secondary school levels. The author delimited his focus on students, staff and supporting staff in the school system. The salient point is that lateness to schools plagues school administrators, bringing about inefficiencies at work by way of administration. Therefore, this paper highlights the meaning, causes and effects of lateness to schools as related to the school administrator in Delta State, Nigeria. The study also highlighted various remedies to the sordid situation. This review will therefore help school administrators alleviate lateness, a hydra-headed monster plaguing schools in Delta State, Nigeria, and as such bring about easy administration of schools in the region. `
Pedagogical Research, 2017
Late coming to school has become a major problem in many schools, particularly township schools with serious consequences. Current research has demonstrated that many schools in South Africa are performing badly due to inefficient use of the teaching and learning time. In this article, we argue that while major administrative interventions are undertaken to improve the quality of learning and teaching, it seems that very little attention is paid to late-coming. Late-coming has become a cancer that saps away big interventions and strays the performance of selected township schools in a different direction. The purpose of this research is to investigate the causes of late-coming among high school students in selected secondary schools of Shoshanguve. A qualitative approach was used to draw data from high school students in selected secondary schools of Shoshanguve. The findings reveal that late-coming is common among learners in selected secondary schools of Shoshanguve. It happens every day for varying reasons. We recommended practical solutions ranging from administrative improvement to learner behavioural change.
International Journal of Innovative Research and Development, 2019
Introduction Time management is a skill that seems to elude many school administrators. As an administrator, one is responsible for his own time and how those he supervises spend theirs. As a School Administrator one is faced with heavier workload and complex responsibi1itieswith deadlines growing shorter. Insuch a situation it may seem that working overtime is the only way to get everything done. But it does not necessarily have to be that way if the school administrator manages his time properly. To Hornby (2015), time is defined as the duration it takes to accomplish a task usually measured in minutes, hours, days, weeks, months and years. Atibah (2001) views time as the period when an event has happened or is happening or shall happen, implying that it defines the past, present and the future. Arvidson (2017) sees time as the moment when opportunity to do something is at its highest. From whatever perspective time is defined, it is clear that time is a very limited and scarce resource. That is why it is often said that time is money and as a precious commodity, it must be prudently managed by the School administrators. Time management in this regard, is the process of planning and exercising conscious control over the amount of time spent on specific activities especially with a view to increase efficiency and effectiveness (White: 2016). The School administrators must manage time properly if he is to attain higher level of productivity with minimum stress. The School administrators in this paper is operationalized and expanded to include Heads of Departments, Deans of Schools, Directors, Deputy Provosts and Provosts. They are the bosses in their various units of the Colleges they are heading. In order to manage time properly, the School administrators should be able to identify critical time traps and devise reliable escape strategies for prompt accomplishment of their tasks and statutory duties. 2. Statement of the Problem It is generally accepted that no nation shall rise above the quality of its teachers (Fafunwa, 2014). Colleges of Education are specifically established to produce professionally qualified, competent, creative and highly motivated teachers to provide good quality of education (Federal Republic of Nigeria, 2013) But the quality of education in Nigeria
This study attempted to answer the following research questions among others: Has gender any relation with students' late-coming to school? Has age any relation with students' late-coming to school? Do senior students come to school late than junior? Four secondary schools were selected for the study. Sample of sixty students late comers were administered with the questionnaire within a period of two weeks. The instrument was partly adopted, while the other part was self constructed. The instrument was validated by expert in educational administration and language. Data collected was analyzed using simple percentages and frequencies for easy interpretation and understanding. The results indicate that late coming to school is higher among female students, those within the ages of 16-20 are frequent late comers and senior among others. It was recommended that parents (especially mothers) should reduce engaging female students with home activities especially in the morning; school administrators and teachers should increase effort on counseling strategies to adolescent students due to their change in perception and school rules.
APROCON, 2023
The study examined the effect of self-management counselling technique on Lateness Behaviour among Secondary School Students in Biu Education Zone Borno State, Nigeria. Three objectives guided the study; the effect of SMT on Habitual, Ocassional and Accidental Lateness Behaviour among Secondary School Students in Biu Education Zone Borno State, Nigeria. Three Hypotheses were formulated and tested. This study adopted the Quasi-experimental design involving pre-test and post-test without a control group. The population of the study consisted of 768 JSS 1 students of Government Day secondary school in Biu, Borno state. Purposive sampling was used to select 10 students who exhibited lateness behaviour on a checklist. The instrument for data collection was a structured inventory designed by the researchers titled Lateness Behaviour Inventory (LBI). The LBI consisted of 15 items eliciting responses on habitual, occasional and accidental components of lateness behaviour, the LBI utilized a four scale ranging from 1-4 "never" to "always". Always=4, Many times=3, Sometimes=2 and Never=1. The null hypotheses were tested using the paired sample t-test at a 0.05 level of significance. It revealed that there were significant effects of self-management counselling techniques on two lateness behaviour components habitualat p= 0.01 for Habitual leateness behaviour, p= 0.01 for Occational lateness behaviour and there was no significant effect on accidental lateness behaviour component among secondary school studentsp= 0.056. Based on the findings it was concluded that self-management counselling techniques was effective in treating habitual and occasional lateness behaviour among secondary school students, and was not effective in treating accidental component of lateness behaviour. Therefore, it was recommended that, since the self-management counselling technique was found effective in habitual and occasional lateness behaviour, all school counsellors and psychologies should create awareness for the teachers and other stakeholders to stop using punishment on the latecomers but instead incorporate self management counselling technique training for students.
Unizik Journal of Educational Management and Policy (UJOEMP), 2023
The study is an empirical study that used the survey design to examine time management strategies adopted by principals for effective administration of secondary schools in Imo state. the population of the study is 852 teachers from the 63 public secondary schools in Owerri, Imo State. The researchers made use of a questionnaire titled "Time Management Strategies Adopted by Principals for Effective Administration Secondary School Scale" (TMSAPEASSS) for the teachers on a four (4) point scale. The instrument was validated and found reliable with an index of 0.88. In analyzing the data for the study, mean score statistic was used to answer the research questions and independent z-test statistic was used to test the hypotheses at a significant level of (0.05). The result of the study revealed that teachers agreed that their principals arrive on time to prepare for daily work, is able to complete tasks without interruptions, devote time to administrative work, create time to oversee the academic work of students, schedule time for classroom visitation, attend to visitors, takes time in meetings, follow up delegated works and make effort to keep in touch personally with staff. Based on the findings, the researchers recommended among others that head teachers should ensure that they give adequate time to school morning assembly so as to equip students with moral values and orientation and should always give, priorities to core administrative duties in their time allocation.