Analysis of Motivational Factors and Indicators of Effective Teaching in Lectures in Nigerian Universities.

Autor/in	Sunal, Dennis W.
Titel	Analysis of Motivational Factors and Indicators of Effective Teaching in Lectures in Nigerian Universities.
Quelle	(1989), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Instruction; Developing Nations; Educational Assessment; Educational Planning; Evaluation Methods; Higher Education; Instructional Development; Lecture Method; Models; Student Characteristics; Teacher Behavior; Teacher Effectiveness; Teacher Motivation; Nigeria + Suchen Sie Ihr Suchwort? Hochschullehre; Developing country; Developing countries; Entwicklungsland; Education; assessment; Bewertungssystem; Bildungsplanung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching improvement; Unterrichtsentwicklung; Analogiemodell; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	A study developing a model for assessing teacher motivation and instructional development needs for a developing university system in northern Nigeria is presented. The problem of motivating professors and lecturers to teach effectively is especially acute there. The study focused on patterns of perceptions and behaviors of Nigerian lecturers that are indicators of effective teaching. Participants were 18 Nigerian lecturers and 855 of their students. Comparisons were made between lecturer and student characteristics involving philosophy of teaching, perceived rewards for achievements, professional goals and responsibilities, concepts of effective teaching, classroom teaching strategies, and learning outcomes expected. As a result of the study, identifiable portraits of typical Nigerian lecturer motivational characteristics can be constructed. Significant differences were found between intentions of the institution, lecturer and student, and actual strategies and behaviors exhibited in the instructional process. In many areas approaches of the instructional participants were directly opposed. Results were consistent with theory or motivational factors leading to effective teaching. One exception involves teaching in very large classes. The results led to a series of decision and planning steps that directly affect the constructive coordination of instructional activities. They provide a model for fostering motivation in similar settings. Contains 25 references and 13 tables. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC