STAFF INTERACTIVE CO-OPERATION AND EFFECTIVE TEAM BUILDING
ABSTRACT
The study looked at staff interactive cooperation and effective team building among primary school teachers in selected secondary schools in Lagos’s Mainland Local Government Area. The descriptive research survey was used to assess the opinions of the selected respondents using the questionnaire and sampling techniques.
To represent the entire population of the study, 100 (one hundred) respondents were chosen, 50 males and 50 females. Three null hypotheses were developed and tested using the independent t-test statistical tool at the 0.05 level of significance.
Following the completion of the analyses, the following conclusions were reached: There is a significant difference between interaction and teacher work performance at the primary school level,
and there is a significant gender difference in teacher performance Because of interactions among teachers in the school, there is a significant difference in the work attitude of primary school teachers who interacted and those who did not.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Poor communication or interaction among and/or between staff and their upper echelon leaders is one of the most common causes of organizational inefficiency. Communication is an important factor in human relations because meaningful relationships cannot exist without interaction, and communication is unnecessary without interpersonal relationships.
Communication, according to Chigodu (1998), is the process of transmitting and imparting information from a sender to a receiver. It is the process of transmitting meanings from sender to receiver; in order for effective communication to take place, the receiver must first receive the information as intended by the sender.
According to Uzor (1989), interaction in a system can be internal (that is, within the organization) or external (that is, outside the organization) (that is outside the organization). Interactions of various kinds Oral or verbal interactions, written communications grapevine, and signs or symbols have all been identified in various organizations.
Meanings are conveyed through a medium such as a memorandum, a phone call, or a conversation between two or more people in the organization of an institution in any form of communications or interactions process.
Only through proper channels and mediums of communication can meaningful interaction between the leader (principal) and teachers and/or students take place (Onyene, 2002). She observes that performance and expectations are transmitted upwards, whereas suggestions are transmitted downwards.
Reports on teacher performance provide information needed for administrative decisions on promotion, demotion, inservice programs, transfers, and rewards, among other things. Such a report is forwarded to higher education personnel who may work in the ministry of
education or the school board Improvements, suggestions, resources, and criticisms may be communicated downward from the headteacher or other school personnel.
Thus, an earlier viewpoint (Adeleke, 1994) asserted that the purpose of communication in the school is to provide the head teacher (principal or headmaster/mistress) and the teachers or students with the opportunity to discuss various aspects of the teaching or learning process as well as other school business.
As a result, both educational personnel must decide on specific arrangements or activities, which usually initiates the interaction. This aids in the development of a clear understanding of their responsibilities to one another.
In this regard, pertinent questions about the why, when, what, and how of the leadership engagement may be required. No wonder Onaderu (1990) insisted on the importance of communication in establishing student goals and expectations of academic achievement.
School transactions must be communicated verbally, orally, and in writing. Both the principal and the teacher must communicate with one another. The dialogue and the teacher must communicate with one another.
The dialogue between school personnel usually serves to dispel any doubts or concerns that the principal or headteacher may have. Dialoguing assists in putting the teacher at ease and creating the friendly familiar atmosphere required for effective instructional purposes in a school (Anywnwu, 2000).
Teachers at a school, for example for effective teaching/learning outcomes, systems must collaborate with one another; they must adopt an intergroup relationship in which they rub minds on critical and nutty issues concerning the teaching and learning process.
Onyene (2005) also stated that teachers who collaborate have a habit of guided practice. According to her, this is a situation in which teachers guide themselves on specific teaching issues and prepare to answer questions in the classroom.
If high productivity is expected from the staff, there should be a teacher-teacher relationship; and the principal and teachers should relate and be friendly if they are to achieve high productivity in the school (Onyeji, 2001).
He observed that experienced teachers use cooperative review, which results in the review of important subject matter.
matters that will aid them in their ability to teach effectively in school Think-pair-share is a simple but effective informal cooperative teaching method. It was created to help teachers assist students in the classroom.
1.2 STATEMENT OF PROBLEM
The school’s ineffective team building at the primary school level, as well as the unnecessary charged atmosphere in the school environment, are the result of a lack of staff interaction. Schools with rancor, bad politics, and segregation amongst the entire rank and file of the workforce will have
insufficient love and mutual understanding, which may lead to insufficient principal-teachers relationships, teacher – teacher relationships, and teachers – students relationships, which often results in backwardness and stunting in the school.
Inadequate interaction amongst school staff can have a negative impact on teachers’ work performance, principals’ leadership roles, and students’ academic achievement in school can all be negatively impacted, as can the school-community relationship. This study thus investigates staff interaction, cooperation, and effective team building at the primary school level in Lagos State.
As a result, this research looks into staff interactive cooperation and effective team building in Lagos State primary schools.
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1.3 RESEARCH OBJECTIVE
The following are the objectives of this research:
I determine whether primary school teachers interact and collaborate effectively;
(ii) investigate whether there is an intergroup relationship between the performance of teachers who interact cooperatively and those who do not;
(iii) Determine the extent to which primary school teachers’ interactive cooperation influences team building.
1.4 Research Questions
The following research questions were raised:
for the purpose of carrying out this research:
I Is there effective interaction between primary school teachers?
(ii) Will mutual cooperation among primary school teachers affect their work performance?
STAFF INTERACTIVE CO-OPERATION AND EFFECTIVE TEAM BUILDING
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