PROPOSAL

This study sought to investigate or examine teacher’s work-load on the performance of primary school

students. The scope of the study covers some selected primary schools in Oyo East Local Government of Oyo

State. Research questionnaires were carefully set out which its aim is the research work.

The research has therefore set out to examine the effect of teacher’s work-load on the students

performances, the work-load of the English language teacher’s should be seen as not only limited to their

academic time table but also that it extends other curricula activities that night have direct or indirect

relationship to the school and the students.

The result which was administered on randomly selected primary school in Oyo East Local Government

of Oyo State revealed that as student are receivers in process of learning and teaching, whatever affects the

teacher will in long run affect them. The response of the student shows that, there are no enough qualified

English teachers in primary schools which make the workload of the few ones available very heavy and in

return grossly affect the effective teaching of the students. It was recommended that the Government should

employ more qualified English teachers to our various primary schools, so that the workload may be higher and

there would be an effective teaching of the student n the schools.

 CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Teaching, from inception has always been accorded the level of high planning and organization. It is
when teaching is systematic, logical and straight forward that learning take place. But for the achievement of
the above stated fact, it is discovered that some factors should be consider and examined. It is the right
application and implementation of these facts that results in to what is usually regarded as ‘’full and complete
education’’
In the discussion of the above, the following can and should always be examined for a full achievement
of what is wanted from an educational policy, school environment, student average parental background sex,
age, suitability of the curriculum, personnel teachers (professional(s) and capital availability of recommended
text book and teacher work - load.

This research as therefore set out to examine the last of the affecting factors. Teacher’s work-load on the
performance of primary school student teachers have always been regarded from time immemorial as
custodians of knowledge. The teachers has therefore especially in recent times been bombarded with enough
work-load to effectively sap their mental and physical capabilities. They are regarded in the modern civil
service grading as been the lowest arm. This fact is inferred from the treatments given to them in recent times,
nonpayment of salaries, promotional exercise curtailed and in-service study e.t.c. with the above the society still
expects the best from a disillusioned, unpaid. Over-worked and un-encouraged tutor. Psychologically, the
teachers relaxes his commitment to the students who he is supposed to guard and guide on the delicate issues of
life.
The teaching profession in Nigeria is regarded as the “ no-go-are” for those who want to be rich and
climb the societal ladded without wasting time and energy. It is only when individual can not find a job In is
field of specialization that he puts in for a teaching service. It is therefore glaring that the teaching field is failed
with non-profession for the students but because of the societal lack of employment in other fields of
endeavour’s Kelcher (2005) pg 137-144 placing is concern on the quality of training given to teachers
especially in the English-Language.
With the situation, the few who specializes in English-language are over worked and unfortunately
underpaid.
It is therefore a limited number of English Language teacher compared to the available number of
students. The work-load of the English language teacher should be seen as not only limited to their academic
time table but also that is extends to other curricula activities that might have either direct or indirect
relationship to the school and the students. Some these activities might include invitation and attendance of
quiz, debate, lecture, meeting and conferences. Also include in this group are meetings of specialized field of
qualifications.
Some of these activities are most of the time performed during the school official hours. This therefore
affects the student adversely as these activities are compulsory to the teacher for their own personal and
professional upliftment. Again, it is discovered that with the type of available time table that is so packed in
order that the syllabus might be achieved gives a lot of English Language teacher the chance of neglecting some
aspect of the subject to the advantages of the other but to overall disadvantages of the learners/students.
Some teachers prefers to teach only the literature aspect why the touch the periphery of the grammar
aspect. Going further, it is a known fact that poetry in literature lags being in the classroom to the advantage of
prose and drama
This therefore, gives students a lopsided, unbalanced, uncompleted and unguided education. The fault
here should not be necessarily be associated with the teachers and students but with the work-load that has been
imposed on the teachers.
Through the ideas of “Tabularasa” has been jettisoned, another disturbing problem has stepped in to its
shoes. This is a situation where students are regarded as having a basic ideas that needs only to be cultivated
and developed. This results in to compressing “too mach” subject matter in to the time table and therefore in to
the never-enlarging heads of the students.
For this, the teacher takes the blames. But he too finds that the curriculum is over-filled, the time table
tightly packed, and his work times is taken over by the already mentioned curriculum activities conclusively it
is glaring that teachers of English Language are so divided between al the factors already mentioned that hardly
have the time to teach well and cover what is expected of them. The student English Language are therefore
affected, their interest in the Language their academics gains oral and written, their future careers and
Endeavour’s.
The above situation has prompted these researchers to take on this topic. It is hoped that at the end of
research the problems would have been isolated, identified, caged alleviated if not totally destroy through the
suggestions and recommendations that would have been garnered through the research process.
1.2 STATEMENT OF THE PROBLEM
The over-loading hours and other curricular activities are seen as having adverse effect on the teaching
and learning of English. The following statement concerning the problem and hereby posited;
What is “teachers” work load has some basic effects on the teaching and learning of English language.
On part of the student the effects include the following personal interest in the subjects, over all academics
marks and career to be chosen.
The teacher finds himself not been able to handle the different aspect of the language effectively and in
full completeness. It most also be stated that psychologically, the student may not be able to learn effectively,
under a much harassed, ill -tempered and over-worked teacher.
 This research will also try to find out the linkage if any, that exists between the hours a teacher teaches
and the level of his teaching effectiveness in the deliverance of his lectures. This study will therefore attempt to
examine the above statement of problems in direct contrast and comparison to the research topics.
1.3 SIGIFICANCE OF THE STUDY
This research is important and timely because it has set out to highlight the effect of overworking
through academic and non academic loading of teachers. This will therefore be able to give a better insight into
the effectiveness of teaching under a loaded time table.
Students’ position would be brought to light, the situation that student face and the atmosphere that is
neither conducive to learning nor uplifting in other aspect will be documented. This will help the researcher in
putting forward recommendations that could be directed to improving the condition of the students.
It is therefore pertinent, to say that the research needs to be carried out, as what it sets out to research
upon is a major problem facing the teaching profession and especially the field of the English language
teaching.
1.4 PURPOSE OF THE STUDY
This research is conducted to find out the direct and indirect effects that the work load of teachers have
on the teaching [on the part of teachers] and learning [on the part of student]of English language.
The research would try to find out what the average work-load of a teacher in English language is and
compare it with what it ought to be. This will be in an attempt to determine the savageness of what should be
the English teachers’ work load. The focus would also be on over loading of the English teacher and its effect
on the student’ vis-avis teacher teaching them, teaching methods used and achievement attained. In the
discovery of the solution to the above through deduction from the data that would be gathered, the research
would highlight some recommendation that would be regarded as “panaced” to the alleviation of the problem.
1.6 RESEARCH QUESTION
1. What is the perception and experience of teachers about teacher workloads in secondary school?
2. What differences exist between male and female teachers’ view and experience on teacher job performance
in schools?
3. What impact does class size have on teacher’s effective classroom teaching in secondary school?
4. What impact does teacher workload factor have on teacher job performance?
5. What impact do subject teaching allocations have on teacher’s effective classroom teaching and learning in
secondary school?

1.5 SCOPE OF THE STUDY

Some of these activities are most of the time performed during the school official hours. This therefore,
affect the students adversely as these activities are compulsory to the teachers for their own personal and
professional upliftment. Again it is discovered that with the type of available time table that is so packed in
order that the syllabus might be achieved gives a lot of English languages teachers the choice of neglecting
some aspect subject to the advantages of the other but to the overall disadvantage of the learner/students. Some
teachers prefers to teach only the literature aspect while they touch the periphery of the grammar aspect. Going
further, it is a known fact that poetry in literature lags beings in the classroom to the advantage of prose and
drama”.
1.6 LIMITATION OF THE STUDY
This research will use for secondary school in Oyo East local government. The number of student in
questionnaire would not exceed twenty (20). On the other hand, the research has for at least five (5) teacher I n
each of four secondary schools. Therefore, the total number of students would not exceed eighty (80) while that
of the teachers would be an aggregate of twenty (20) overall, 100 questionnaires would be given out.
1.7 DEFINATION OF TERM AND ABBREVIATIONS
1. S.M.B- school management board oversees the welfare of all schools in the state. It passes directive to the
different schools through the school management committee while it is also subjected to the ministry of
education.
2. Teachers’ work-load - this is the amount of working hours put in by teacher through his lectures and other
curricular activities to the development of the institution.

CHAPTER TWO
2.0 INTRODUCTION TO LITERATURE REVIEW
In this chapter, the researchers shall attempt some things first; we shall attempt a through review of related
literature on the topic of the study, second, we shall attempt to relate the view of past researchers and authorities
on the scope of the study.
Hence, the researcher will explore literature on the following topics.
2.1 ATTITUDINAL CONCEPTION TOWARD ENGLISH LANGAUGE
Deville (2004) is the opinion that learners attitude towards the particular subject will depend upon the sort
of experience with which it is associated.
 Therefore, attitude is acquired as fact, opinions, concepts and ideologies are used ,lither and
Johnson(2006) idea here is that what the learner perceivers depends upon the attitude that is created upon his
mind. If the teacher determines to be a workaholic, the student has no option, but If the former is otherwise it is
the latter who suffers as he will in the long run hate the teacher when he thought usually late that the teacher is
running his life. He will at the same time dislike the subject and he will in the future be able to use the subject
as and when necessary. Therefore, the future career is hampered and hindered. In continuation of this theory,
Burstell (2005) submits that attitude to English Language depends usually on success of the learners in it. This
therefore, means mark according to his own expected results, and this students continue to fail, they will not
take long to hate the subjects .Khan(2005) sums this up by saying that if a teacher continuously evaluates his
student negatively, the student will not only hate the teacher, they will also hate the concerned subject.
This attitude is strengthened by the workload imposed upon the English Language teacher who find that
they can not handle the allocated classes , lecture hours and the number of students . The attitude towards the
subject and their students in therefore affected. They therefore tend tore lax and take in a laissez faire attitude.
This result in a solution where they take every learner is the hypothetical luck Nigerian learner (child) who is
regarded by Tomori as a mature, highly intelligent child with a stable personality, whose perceptual powers are
excellent and whose experiences and language background are exceptionally wide and who usually learns to
read irrespective of methods of teaching or the teachers Endeavour’s
Even through working hours might be pressing and demanding ,teachers are enjoined not to let the
situation degenerate to this types of deplorable level. Obanya (2006) posits that English Language could be
regarded as the most taught language in the world. But in the Nigeria experience, how is the process carried out
and what are its effects? It is a known fact that the language is used for students examination, communications
(internal and external), for socio-economic activities and other necessary and related activities.
Kelecher (2007) has expressed his concern over the quality of training giving to prospective teachers because in
the long run the training conditions can affect the teacher the classroom. Shyd R. W (2005) has put it concisely
by saying of the Nigeria experience that;
“We know from the national and the teaching of English Language that the linguistic preparation of
prospective English teacher is woefully inadequate.”
It is therefore pertinent to mention here that products of teacher training college and faculties of
Education in the universities are taught abstract curricular which is far from what they are expected to teach at
the primary and secondary levels of education. The falling standard of English Language is therefore most of
the time put on the teachers. According to Aqunwa, this falling standard is aided by the teacher’s incompetence
which in turn is as a result of made quick training, his lack of devotion to duty and his love and attachment to
method provided by traditional Grammarians.
The falling standard is also consequence upon the teacher’s workload there are situation where it is discovered
that the number of lecturing period is more than what a teacher can normally handle. Here the teacher can not
give his best and therefore the student gain nothing .In some school ,the situation is no chaotic that the teacher
do not teach the field of study where the ‘’majored’’ the student will therefore be on the losing side as a non-
language teacher will not be able to effectively handle the aspect very well.
The problem of teacher’s workload cannot be examined without touching on the aspect of textbook
acquisition and usage both by the teacher and students. In a article “A neglected problem of English Language
education in Nigerian primary and secondary school , Oluikpe (2007) posits that our current textbook for the
two level of education already mention are inadequate to meet the modern and timely challenge of teaching the
English Languages.
2.2 IMPACT OF TEACHERS WORKLOAD ON STUDENTS PERFORMANCE
The student are taught in disjoined and uncoordinated manner unlike palmers “principle” of graduation” which
is “the moving from the known by easy stage each of which will serve as a preparation for the next and there by
secure a constantly increasing rate of progress. In recommending textbook for the student to read and follow the
classroom teaching for the teachers reference , assignment extraction and over all decreasement of teachers
workload ,modern and related textbook shall not be recommended because of personal profit .The interest of the
student should be paramount .Guy and Angela Wilson are also of the opinion that “Most of the texts certainly
at the beginner level (before student are ready to discuss a text) should be conversation and not straight prose
pieces. The Language will then be colloquial.
This introduces a second point, perhaps the most important factor in choosing a textbook .The text
must be lively. The problem is not only limited to textbooks but extend to teaching aids Sakar (2003) Sless
(2004) have advanced the theory that teacher do not have enough audio- visual to help them out especially
where the teacher would not be available to deliver the lecture by himself. What these scholars are saying is that
there should be material and equipment to aid teacher and lessen problem. These include tape recorders, project,
picture illustration, material and pictorial, television, photographs and charts. Adeyemo (2008) of the opinion
that the following factor can help in the effective usage of audio-visuals. They should: “be correlated with the
curriculum, be preview before use, should be taught, not merely shown ,be useful, not as mere decorations,
provision should be made for definite follow up record should be kept of the result evaluations should be made.
Too many teaching aids should not be used at a time. The types of materials used should be within the
knowledge and experience of the children. Audio-visual material should supplement not supplant, the teacher,
textbooks and other material s. they should be used in the classroom or laboratory ,should be available when
and where need” Therefore attention should be placed on the acquisition of audio –visual so that teacher and
learning can be facilitated.
Another problem that is posed by teacher being-overworked is the defeatist and unhearing psychological
attitude that grows in the students.
This situation comes out through the attitude of the teacher towards the students. Rist (2009) is of the
opinion that the ways teacher view his students, what he expect of them and how he deals with them can give
them negative or positive characters and attitude in the classroom. This is what happens when the teacher is
frustrated and over-worked. He therefore, expresses his anger and rent up emotion on the students. The students
react towards this “teaching assault” by being unco-operative in the classroom. But the do not realize that in the
long run, they are the losers. Burton (2008) has therefore, advocated for a conducive atmosphere especially
between the teacher and the student as this is pre-requisite for effective learning. While expatiating on this
problem, doioghue M.R. implores all teachers to recognized that, “With every heterogeneous classroom, there
are wide variations in the children’s physical and emotional health, and their out of school experiences. The
children are highly individual persons, shaped and influenced by the environment in which they have
developed. The teacher’s most challenging responsibility is to provide a programme that meets children where
they recognized their potential, capitalized upon their strengths and move them along at a pace consonant with
their ability”. It therefore falls on the teacher to find a meeting point, as compromise with his student so that he
would be able to teach effectively and the student be able to learn effectively also.
2.3 MAJOR METHODS IN LANGUAGE TEACHING
Willis, D. (2007) The Lexical Syllabus. Collins Cobuild state the methods in language teaching
The Direct Method
In this method the teaching is done entirely in the target language. The learner is not allowed to use his or her mother
tongue. Grammar rules are avoided and there is emphasis on good pronunciation.
Grammar-translation
Learning is largely by translation to and from the target language. Grammar rules are to be memorized and long lists of
vocabulary learned by heart. There is little or no emphasis placed on developing oral ability.
Audio-lingual
The theory behind this method is that learning a language means acquiring habits. There is much practice of dialogues of
every situations. New language is first heard and extensively drilled before being seen in its written form.
The structural approach
This method sees language as a complex of grammatical rules which are to be learned one at a time in a set order. So for
example the verb "to be" is introduced and practised before the present continuous tense which uses "to be" as an
auxiliary.
SUGGESTOPEDIA
The theory underlying this method is that a language can be acquired only when the learner is receptive and has no
mental blocks. By various methods it is suggested to the student that the language is easy - and in this way the mental
blocks to learning are removed.
Total Physical Response (TPR)
TPR works by having the learner respond to simple commands such as "Stand up", "Close your book", "Go to the window
and open it." The method stresses the importance of aural comprehension.
COMMUNICATIVE LANGUAGE TEACHING (CLT)
The focus of this method is to enable the learner to communicate effectively and appropriately in the various situations
she would be likely to find herself in. The content of CLT courses are functions such as inviting, suggesting, complaining
or notions such as the expression of time, quantity, location.
THE SILENT WAY
This is so called because the aim of the teacher is to say as little as possible in order that the learner can be in control of
what he wants to say. No use is made of the mother tongue.
COMMUNITY LANGUAGE LEARNING
In this method attempts are made to build strong personal links between the teacher and student so that there are no
blocks to learning. There is much talk in the mother tongue which is translated by the teacher for repetition by the
student.
IMMERSION
This corresponds to a great extent to the situation we have at our school. ESL students are immersed in the English
language for the whole of the school day and expected to learn math, science, humanities etc. through the medium of
the target language, English.
Immigrant students who attend local schools find themselves in an immersion situation; for example refugee children
from Bosnia attending German schools, or Puerto Ricans in American schools. .
TASK-BASED LANGUAGE LEARNING
The focus of the teaching is on the completion of a task which in itself is interesting to the learners. Learners use the
language they already have to complete the task and there is little correction of errors.
(This is the predominant method in middle school ESL teaching at Frankfurt International School. The tasks are
subsumed in a major topic that is studied for a number of weeks. In the topic of ecology, for example, students are
engaged in a number of tasks culminating in a poster presentation to the rest of the class. The tasks include reading,
searching the internet, listening to taped material, selecting important vocabulary to teach other students etc.)
THE NATURAL APPROACH
This approach, propounded by Professor S. Krashen, stresses the similarities between learning the first and second
languages. There is no correction of mistakes. Learning takes place by the students being exposed to language that is
comprehensible or made comprehensible to them.
THE LEXICAL SYLLABUS
This approach is based on a computer analysis of language which identifies the most common (and hence most useful)
words in the language and their various uses. The syllabus teaches these words in broadly the order of their frequency,
and great emphasis is placed on the use of authentic materials.
2.4 THE ROLES OF TEACHERS AND LEARNERS
According to Lochana and Deb (2006), teachers have recently realized the importance of using a
student-centered approach to teaching where teachers can help students to learn the target language in context
and to use it in real situations both inside and outside the language classroom. Collaborative or cooperative
learning is described by Richards (2001) as a student-centered approach in which learners use cooperative
activities, such as pair work or group work, to: express their viewpoints and opinions; share their ideas,
information and experience; and discuss and debate with each other. Jacobs and Hall (2002) point out that,
when using cooperative learning activities in language classrooms, teacher talk should be reduced and students’
talk should be increased, with a focus on negotiation of meaning and a greater amount of comprehensible input.
In addition, a relaxed classroom atmosphere and motivation for learning should be emphasized. Collaborative
learning aims to provide learners with interactive tasks that can help them develop communicative competence
(Richards, 2001). Student-centered collaborative approaches require teachers and learners to play roles that are
different from the traditional approaches. According to Brown (2007b), teachers play five main roles when
using collaborative activities involving pair work and group work for students in language classrooms. Teachers
should help students build up enough classroom language so that they can understand the teachers’ instructions,
choose group techniques appropriate for students, plan group work, monitor tasks, and help debrief students to
start the activity.
Littlewood (1981) advises that, while students are involved in communicative activities such as pair
work or group work, teachers should act as observers who walk around the class to give students guidance to
start their discussions, give students advice when necessary, and help them to solve disagreements within pairs
or groups. However, before learner-centered activities are undertaken, teachers should ensure that all students
are clear about the tasks and instructions so that the students are able to start their work independently and
confidently. Besides the teachers’ roles, the learners’ roles in student-centered collaborative learning approaches
are described by (Breen & Candlin, 1980) as follows: The role of learner as negotiator—between the self, the
learning process, and the object of learning—emerges from and interacts with the role of joint negotiator within
the group and within the classroom procedures and activities which the group undertakes. The implication for
the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way (p. 110).
Students’ interdependence is considered important in student-centered learning approaches. Students are
expected to interact with each other, rather than with teachers (Richards, 2001). To acquire this capacity,
students need to have confidence, high motivation and positive attitudes toward their study (Liu & Zhang,
2007). Therefore, learner autonomy and motivation are important factors for successful teaching and learning.
In relation to the roles of teachers and learners in Vietnam, while teachers play the role of controllers and
knowledge providers, the students’ role is quite passive (Le, 1999; Nhan & Lai, 2012; Tin Tan, 2010). This is
because Vietnamese people are generally still influenced by Confucianism (Le, 1999; Pham, 2006). However,
some Vietnamese learners are no longer completely passive (Mai & Iwashita, 2012; Nguyen, 2002), and instead
of enjoying traditional whole-class settings, they prefer to participate in activities such as pair work and group
work that help them to use the language and enable them to explore problems themselves as well as co-operate
with their friends to acquire knowledge effectively (Mai & Iwashita, 2012). In classroom communication
activities, many students have the desire to express their thoughts orally, provide discussion topics and share
their experiences with the class (Tomlinson & Dat, 2004).
2.5 THE USE OF TEACHING MATERIALS
Teaching materials play an important role in promoting communicative language use. There are three
kinds of teaching materials: text-based, task-based, and realia. These can be textbooks, games, role plays,
simulations, and task-based communication activities designed to support communicative language teaching.
Different kinds of authentic objects can be used in a communicative language teaching class to support
communicative activities, from language-based realia such as signs, magazines, and newspapers to graphic and
visual sources such as maps, pictures, symbols, graphs, and charts (Richards, 2001). The use of teaching
materials has a major impact on the activity of language teaching.
Abebe and Davidson (2012) point out that students are eager to learn vocabulary with the assistance of
visual materials, and that the use of visual materials enhances the students’ ability and opportunity to use
language to express their ideas and feelings. However, Abebe and Davidson (2012) also found that teachers
rarely use visual materials such as cards, charts, and real objects in teaching, despite the majority of teachers
and students admitting that visual materials help students learn language effectively. Mathew and Alidmat
(2013) agree that teacher’s use of audio-visual aids helps students to understand lessons more and improves
their English language skills, such as pronunciation skills or conversational skills, through listening to native
speakers. In addition, the use of audio-visual materials also helps to make classroom activities more interesting
and helps the students to remember the lessons longer. A study conducted by Aduwa-Ogiegbaen and Iyamu
(2006) found that textbooks, workbooks, dictionaries, chalkboards, and posters are dominant in English
classrooms, whereas modern media such as audio and video, programmed texts, language laboratories,
flashcards, computers, magazines, and newspapers are rarely used.
CHAPTER THREE
3.0 RESEARCH METHODOLOGY
In this chapter the research shall attempt to account for the research design, population sample and the
research instrument. Also we shall account for reliability and validity of the instrument used.
3.1 RESEARCH DESIGN
In specific term, the research design for this study is survey. The design gives room for appropriate and close
monitoring of variables. As such, design becomes imperative in effective account for the workload of teacher in
the school under the Oyo East local government.
3.2 POPULATION OF THE STUDY
The population consist of student and teachers in the selected schools in oyo East Local government area. The
selected schools are
 St. Bernadine senior girls grammar school
 Durbar grammar school II Oyo East
 Olivet Baptist high school
 Abiodun Atiba memorial junior school II Oyo east

3.3 SAMPLE AND SAMPLING TECHNIQUES

The sample and sampling consist of 80 pupils selected from four secondary school in Oyo East local
government. 20 student were randomly selected in JSS 1 to JSS 3 making twenty in each school.
According to Nar’s (2015) randomization is effective in creating equivalent representative groups that
are essentially the same on all relevant variable thought of by the researcher. Purpose sampling was used in
selecting respondents because the researcher wanted to study the performance of only students in secondary
school.
3.4 RESEARCH INSTRUMENT
The research tool used for this study was the questionnaire. This questionnaire was sub –divide in to two
sections One for the teacher and the other for the students. The students’ questionnaire was sub- divided into
two parts. Part A was designed to elicit the biographical data of the subject. Part B was constructed to bring out
students attitudes towards English language. Reactions to teachers teaching; and the attitude toward teacher.
The second questionnaire designed for the English language teacher was also sub-divided into two
parts .the part was to get the teacher’s biographical data. the second part of the questionnaire was constructed to
elicit the following facts; teacher/student relationship, and effects on teaching, marking and collation and
reactions towards teaching period and recommendations.
3.5 RELIABILITY AND VALIDITY
In designing the questionnaire used for study, the research involved the active participation of the Lecturers of
English in selected schools used as study population. By so doing, experts’ advice is brought into designing to
account for the validity of the instrument: Again the instrument is made reliable to strictly measure the variables
to be observed.
 CHAPTER FOUR
4.0 DISCUSSION OF FINDING ANALYSIS OF DATA
As earlier said this researcher is descriptive. The researcher has therefore been able to examine the effect of
teachers work _load on the teaching and learning of English Language from various points of view.
Questionnaires were distributed to teachers and the students. The data on these were collected and worked in to
percentages. This is to effect easy understanding and interpretations .For easy discussion, the analyses would be
divide into two major points, students and teachers’ point view.
4.1 STUDENT’S POINT OF VIEW
Students are receivers in the process of learning and teaching .Whatever affect the teacher will in the
long run affect the learner. Student, in the classroom environment, usually relate to the teacher through the
presentation of his lessons. Their attitudes and reaction are therefore of paramount important in this research. It
is necessary here again to point out that eighty(80) respondents were used from four primary schools .it would
be pertinent here to examine the part A of the questionnaire which deals with the personal data of the
respondents.
DATA ANALYSES
Table I
Do you like English Language?

School No of Response No of Response Total

Positively Negatively

Alaketu High School, Imeko 15 5 20

Foundation nursery & Primary school 13 7 20

Community High School, Idi-Ayin 15 5 20

Public Day School 7 13 20

Total response 50 30 80

Total percentage% 63% 37% 100%

63%respondents responded positively to the research statement while 37% responded negatively. We
can see from the about table that almost all the student like English Language as a subject. Barring, all odds
therefore English Language is a subject that most student take delight in. It also discovered that even those who
are not traditionally compelled to make credit at their ordinary level examinations also like English. This group
includes the science and commercial students.

Table II
Do you have enough English teachers in your school?

School No of Response No of Response Total

Positively Negatively
Alaketu High 10 10 20
School, Imeko
Nazareth High 7 13 20
 School, Idi-Ayin
Community High 7 13 20
School, Idi-Ayin
Imeko 6 14 20
Comprehensive
College, Imeko
Total response 30 50 80
Total percentage% 38 % 62% 100%

38% respondents responded positively to the research statement while 62% respondents responded negatively.
This is so because most schools lack enough qualified English teachers.
Table III
Do you have up to five English teacher in your school?

School No of response No of response negatively Total

positively

Alaketu High School, 8 12 20

Imeko

Nazareth High 3 17 20
School, Idi-Ayin

Community High 5 15 20
School, Idi-Ayin

Imeko 4 16 20
Comprehensive
College, Imeko

Total response 20 60 80

Total percentage% 25% 75% 100%

25% respondents responded positively to the research statement while 75% respondents responded
negatively. most of the school do not have up to five English teachers. This is because the teacher to handle the
subject are grossly insufficient.

Table IV
Do you find the class interesting?

School No of response positively No of response Total

negatively

Alaketu High School, Imeko 6 14 20

 Foundation nursery & 7 13 20
Primary school

Community High School, 6 14 20

Idi-Ayin

Public Day school 11 9 20

Total response 30 50 80

Total percentage% 37% 63% 100%

37% respondents responded positively to the research statement while 63% respondents responded
negatively. form the above table, we can see that most of the students don’t find the class interesting. This is
due to one reason or other.
Table V
Does your English teacher come to class regularly.

School No of Response No of Response Total

Positively Negatively

Alaketu High School, 10 10 20

Imeko

Nazareth High School, 7 13 20

Idi-Ayin

Community High School, 9 11 20

Idi-Ayin

Imeko Comprehensive 9 11 20
College, Imeko

Total response 35 45 80

Total percentage% 44% 56% 100%

44% respondent responded positively to the research statement while 56% respondent responded negatively.
We can see from the above table that the teacher do not come to class regularly.
Table VI
Does your teacher encourage you to seek for his attention?

School No of response No of response Table

positively negatively

I.M.G. primary school 10 10 20

I.D.C. primary school 11 9 20

 MAPO 1 primary school 15 5 20

Imeko Comprehensive 14 6 20
College, Imeko

Total response 50 30 80

Total percentage% 62% 38% 100%

62% respondent responded positively to the research statement while 38% respondents responded negatively.
from the above table we can that most of the teachers encourages their student to seek for their attention.
Table VII
Do English language period often come up on the afternoon when students are tried or bored.

School No of response No of response Total

positively negatively

Alaketu High School, 10 10 20

Imeko

Nazareth High 13 7 20
School, Idi-Ayin

Community High 11 9 20
School, Idi-Ayin

Imeko 11 9 20
Comprehensive
College, Imeko

Total response 45 35 80

Total percentage% 56% 43.75% 100%

56.25% respondents responded positively to the research statement while 43.75%respondents responded
negatively. from the table ,we could view that English language periods come up in the afternoon when student
are tried or bored.
Table VIII
Do you respect and take notice of your teacher’s marking or corrections

School No of response positively No of response Total

negatively

Alaketu High School, Imeko 10 10 20

Nazareth High School, Idi- 13 7 20

Ayin

Community High School, Idi- 11 9 20

 Ayin

Imeko Comprehensive College, 11 9 20

Imeko

Total response 45 35 80

Total percentage% 56.25% 43.75% 100%

56.25% respondents responded positively to the research statement while 43.75% respondents responded
negatively. from the above table ,we can see that students take to correction which help them improve.
Table IX
The method employ by teacher make the subject interesting.

School No of response No of response Total

positively negatively
Alaketu High School, Imeko 10 10 20
Nazareth High School, Idi-Ayin 7 13 20
Community High School, Idi- 9 11 20
Ayin
Imeko Comprehensive College, 9 11 20
Imeko
Total response 35 45 80
Total percentage% 43.75% 56.25% 100%

43.75% respondent responded positively to the research statement while 56.25%respondents responded
negatively .from the table above ,we could view that student dislike the methods employed by their teachers
which do not make the subject interesting.
Table X
Does your teacher attended to your individual problems.

School No of response positively No of response Total

negatively

Alaketu High School, 10 10 20

Imeko

Nazareth High School, 10 10 20

Idi-Ayin

Community High 10 10 20
School, Idi-Ayin

Imeko Comprehensive 10 10 20
College, Imeko

Total response 40 40 80

Total percentage% 50% 50% 100%

 50% respondents responded positively to the research statement while 50% respondents responded
negatively. From the table, we can see that the percentage are equal which show that teacher attend to them very
well. form the analysis of the student data, it would be been that the students being liberal in their opinion still
need more attention in some basic aspect of English language learning, and teaching general marking and
overall better student relationship.
4.2 TEACHER’S POINT OF VIEW
Only twenty teachers were served with questionnaire from in the four primary school randomly selected. The
research tried to elicit the response of the teacher through the following table.
Table I
Are the period allocation for English language on the time table enough?

School No of response No of response Total

positively negatively

Alaketu High School, 5 15 20

Imeko

Nazareth High 3 17 20
School, Idi-Ayin

Community High 5 15 20
School, Idi-Ayin

Imeko 7 13 20
Comprehensive
College, Imeko

Total response 20 60 80

Total percentage% 25% 75% 100%

25% respondents responded positively to the research statement while 75% respondents responded negatively.
From the above table, we can see that the time allocated for the teaching of English language seem sufficient.
This is also because English language as L2 need to be taught regularly and consistently.
Table II
English language period come up too often on the time table

School No of response No of response Total

positively negatively

Alaketu High School, 17 3 20

Imeko
 Nazareth High 12 8 20
School, Idi-Ayin

Community High 18 2 20
School, Idi-Ayin

Imeko 13 7 20
Comprehensive
College, Imeko

Total response 60 20 80

Total percentage% 75% 25% 100%

75% respondents responded positively to the research statement while 25% respondents responded negatively.
From the table, the period for the teaching of English language is often in a week. This is because English as L2
need to be taught always.
Table III
English language teacher are over burden with too many student and period of scope with effective teaching?

School No of response No of response Total

positively negatively

Alaketu High School, 19 1 20

Imeko

Nazareth High 19 1 20
School, Idi-Ayin

Community High 19 1 20
School, Idi-Ayin

Imeko 18 2 20
Comprehensive
College, Imeko

Total response 75 25 80

Total percentage% 94% 6% 100%

94% respondents responded positively to the research statement while 6%respondents responded negatively.
From the above table English teacher are always over burdened by teacher many classes within the school.
This is because primary, qualified teacher are not enough in schools.
Table IV
Those qualify to teach English language are few.

School No of response No of response Total

positively negatively
 Alaketu High School, Imeko 16 4 20
Nazareth High School, Idi-Ayin 18 2 20
Community High School, Idi- 19 1 20
Ayin
Imeko Comprehensive College, 19 3 20
Imeko
Total response 70 30 80
Total percentage% 88% 12% 100%

88% respondents responded positively to the research statement while 12% respondents responded negatively
We can see from the above table that those qualified to teach English language are few. This make English
teacher to be over burdened.
Government should provide enough teachers to school so as to lessen the stress teacher are going through.
Table v
Few books on English language re available in the market.

School No of response No of response Total

positively negatively

Alaketu High School, 10 10 20

Imeko

Nazareth High School, Idi- 12 8 20

Ayin

Community High School, 8 12 20

Idi-Ayin

Imeko Comprehensive 5 15 20
College, Imeko

Total response 35 45 80

Total percentage% 44% 56% 100%

44% respondents responded positively to the research statement while 56%respondents responded negatively.
English language text books are not available in the market in the sense that English text books are too
expensive for the student to buy in the market. This affects the teaching of English language in schools.
Table VI
Many students have no text books of their own .

School No of response No of response Total

positively negatively

Alaketu High School, Imeko 18 2 20

Nazareth High School, Idi- 19 1 20

Ayin
 Community High School, Idi- 18 2 20
Ayin

Imeko Comprehensive 20 - 20
College, Imeko

Total response 75 5 80

Total percentage% 94% 6% 100%

94% respondents responded positively to the research statement while 65% respondents responded negatively.
From the table above. We can see that student don’t have textbook of their own. This is because their parents
cannot afford the money. This cause problem for the teachers because if student lack textbooks, teacher will
find it difficult to teach in abstract. This can not be done if student don’t have textbook on their own.
Table VII
The teaching methods adopted by teacher of English language are very poor and ineffective.

School No of response positively No of response Total

negatively

Alaketu High School, 13 7 20

Imeko

Nazareth High School, 11 9 20

Idi-Ayin

Community High 15 5 20
School, Idi-Ayin

Imeko Comprehensive 11 9 20
College, Imeko

Total response 50 30 80

Total percentage% 62% 38% 100%

62% respondents responded positively to the research statement while 38% respondents responded negatively.
From the table above. We can see that the teaching method use in teaching English language is ineffective in the
sense that there are no adequate instruction materials to teach the subject. In almost all the schools. There is no
language laboratory to teach oral English effectively.
Table VIII
The library is usually poorly equipped as far as English textbooks are concerned

School No of response No of response Total

positively negatively

Alaketu High School, Imeko 17 3 20

 Nazareth High School, Idi- 13 7 20
Ayin

Community High School, Idi- 16 4 20

Ayin

Imeko Comprehensive 14 6 20
College, Imeko

Total response 60 20 80

Total percentage% 75% 25% 100%

75% respondents responded positively to the research statement while 25% respondents responded positively.
From this result. It is glary that most of the school libraries are not fully equipped as far as English textbook are
concerned. it may be important to remind them that most of this student come from poor family and so cannot
afford English language textbooks the only avenue they have is the school library which are poorly equipped.
Table IX
The syllabus is too wide to cover effectively

School No of response No of response negatively Total

positively

Alaketu High School, 8 20

Imeko 12

Nazareth High 14 6 20
School, Idi-Ayin

Community High 11 9 20
School, Idi-Ayin

Imeko 13 7 20
Comprehensive
College, Imeko

Total response 50 30 80

Total percentage% 62% 38% 100%

62% respondents responded positively to the research statement while 38% respondents responded negatively.
Since most of the teachers agreed that the syllabus is too wide to cover, it may not be possible for the teacher to
attend, as they may not be able to teach them effectively on many occasions, assignments and class-work ought
to be included to enhance effectives teaching and learning. However, where teachers are over-worked, the basic
objective for teaching English become certainly elusive.
4.3 DISCUSSION OF THE FINDINGS
According to the analysis, almost all the student like English language as a subject. The could be to two reason.
(a) The ways their teachers handle the subject,
(b) The important of the language as a pre-requisite to entering higher institution. It was also discovered that
the student regard their teacher as doing their best on at least in an unfriendly situation to be given to their
written works. The researcher also discover that the use of textbook is not encouraging. Textbooks were used
only “when necessary” as there is little different between this option and “always”. The fact that students and
teachers prefer taking English language in the morning was also unearthed. The fact that student respect and
take not of their teachers’ corrections was aligned to the reason that the student feel that these correction help
them to improve. The research also came to the conclusion that student knowing that they deserve attention seek
out their teacher but their latter do not have time to attend to the student. The research also discover that most
schools do not enough English teachers to handle the subject. It was also deduced.., from the research that
teacher were disturbed by curricula activities in which they participated. The research is of the opinion that
English language are always over burdened for teaching many classes within the school. Therefore, it could be
concluded from the research finding that the number of students in a class affect the teachers’ lecturing,
teaching and learning therefore, affected.

CHAPTER FIVE
5.0 SUMMARY, CONCLUSION AND RECOMMNEDATON
5.1 SUMMARY OF THE INVESTIGATION
This research is directed at looking into the affect of teachers’ work –load on the teaching and learning
of English language in primary schools. The researcher made use of two questionnaire, one for the teachers and
the other for the students .This was done in four randomly selected primary school in Oyo east local
government Oyo state. The questionnaire for the teacher tried to elicit response concerning the effect teachers’
work-load on teaching and learning, marking and level of attention toward the students. On the other hand, the
students questionnaire tried to elicit fact about what student feel toward their teachers’ teachings, degree of
teacher or student relationship and number of teaching periods per week for English language. The
questionnaire were given out collected and analyzed and presented in the chapter iv of the study.
The study reviewed literature regarding teachers’ workload and its effect on students’ academic
performance. The study was conducted in Oyo East local government area of Oyo state. The study was guided
by conceptual framework developed by researcher that emphasizes on the conceptualizing the effect of
teachers’ workload on students’ academic performance in English language in primary schools.
5.2 CONCLUSION
From the fore going, it must be realized that the work load of the teachers in the long run affects the
teaching and learning of English language. This is based on the analyses of data collected through the question
naives given to teachers and students to fill.
5.3 RECOMMENDATION
Based on this research and its findings, the following recommendation are therefore put forward; As
English language is out correct and make student to be perfect in ‘oral and written aspects’ .Instead of giving
only written comment on students’ academic the teacher should endeavor to call their understanding on the
students. The later would also gain through knowing what their teacher demands from them. The teachers
should therefore, encourage their students to seek for their attention by creation more avenues. Text books
usage should be encourage and emphasized. This would lessen the total reliance of students on their teachers
who really do not have time to give the necessary attention. There should be enough textbooks in the library in
order to help the students to understand English language as a code subject. Also teachers should encourage
students to speak English fluently outside the school so that they may improve and learn to speak informally.
The teachers should attend class regularly and they should have good method of teaching, if the teacher have
good method teaching, it will make the students in class to be more attentive to what the teacher is teaching.
The Government should try as much as possible to employ more teachers as those I n the service are not enough
and are therefore over worked but under paid. This researcher hope that if these recommendation are
implemented and handed to, the problem teachers face would be lessened and a more conducive environment
for teaching and learning would be created.
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Deville (2004)

EMMANUEL ALAYANDE COLLEGE OF EDUCATION, OYO

SCHOOL OF LANGUAGES
DEPARTMENT OF ENGLISH LANGUAGE.

QUESTIONAIRE
Dear Respondents
This questionnaire is designed to collect relevant information about Teacher’s Workload And It’s Impact On
The Teaching And Learning of English Languages, A Case Study Of Some Selected Primary Schools In Oyo East local
government area of Oyo state.

You are therefore enjoined to read the items carefully and supply the most accurate responses to the
statement. Any information you supply will be treated confidentially and used for the purpose of research only.
Thanks.
Thanks for your cooperation.
Yours Faithfully
Adekanmbi Mayowa

QUESTIONNAIRE FOR THE STUDENTS

Please, kindly complete this questionnaire. You are required to give answers as truthfully as you can.
SECTION A

School………………………………………………
Class …………………………………………………………….
Sex…………………………………………………………….
Father’s occupation:……………………………………………..
SECTION B
1. Do you like English language? YES NO
2. Do you have enough English teachers in your school? YES NO
3. Do you have up to five? YES NO
4. Do you find the class interesting? YES NO
5. Does your English teachers come to your class regularly? YES NO
6. Do your teachers encourage you to seek for his attention? YES NO
7. Do English language period often come up in the afternoon? YES NO
8. Do you respect and take notice of our teacher’s marking or corrections? YES NO
9. The method employed by teachers make the subject interesting? YES NO
10. Does your teachers attend to your individual problems? YES NO
APPENDIX III
QUESTIONNIARE FOR THE TEACHERS
Please, you are humbly appealed to answer for following as trustfully as possible. Your personal
indemnificatory data are not need, as this research wants accurate answer that would help in inferring good
conclusions and recommendations. This research is out to find out the effect of teacher’s work-load on the
teaching and learning English language.
Tick the correct one.
Thank you for your co-operation.
PART A
Teacher’s Name --------------------------------------------------
School ----------------------------------------------------------------------
Qualification attained ---------------------------------------------------
Sex: Male [ ] Female [ ]

S/N ITEMS YES NO

1 Are the period allocated for English language on the time table
enough?

2 English language periods come up too often on the time table.

3 English language teachers are over burdened with too many students
and periods to cope with effective teaching

4 Those qualified to teach English language are few

5 Few books on English language are available in the market

6 Many student have no textbooks of their own

7 The teaching methods adopted by teachers of English language are

very poor and infective.

8 The library is usually poorly equipped as far as English textbooks

concern.
 9 The syllabus is too wide to cover effectively.

APPENDIX IV
NAME OF SCHOOLS USED FOR THE STUDY
 Olivet Baptist primary school
 Foundation nursery & Primary school
 Community High School, Idi-Ayin
 Public Day School