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RELATIONSHIP BETWEEN MARITAL SUCCESS AND THE LEVEL OF EDUCATION AMONG FEMALE PRIMARY SCHOOL TEACHERS IN ENUGU NORTH LOCAL GOVERNMENT

 

INTRODUCTION

Marital success refers to the condition of being -married or unmarried (single). Male and female married teachers as well as male and female single teachers are in the teaching profession. Martneau (2006) discovered from her research findings that marital success has no significant effect on the job satisfaction of women in paid employment in Benin City. One would have expected that a married woman with children and most likely more responsibilities would have different work values from a spinster. But rather, women in paid employment, irrespective of their marital success are satisfied with their jobs and this consequently will be seen in their job performance. Her findings is in agreement with the work of Ajayi (1983), Iremiren (1986), Chan (2004) and Clark (2006) who found out that job performance was independent of marital success . So, there is no significant difference between marital success and job performance.
A teacher from a broken home cannot perform to his/her maximum and cannot healthily develop his/her students’ academic potential to the fullest, due to the fact that he/she is separated. While the teacher that is from an organized and stabilized home is more likely to develop students into full fledged humans able to discover their academic strength and other attributes. Onocha (1985) posited that a teacher from a broken home may have feelings of insecurity which will affect his/her performance. A teacher from a broken home left with the
responsibility of raising children single handedly, will not perform well. Afolabi (2002) underlines that complimenting roles in the family by both spouses are the inherent advantage one from a broken home suffers, when he asserts that the more stable the family, the more secure the teacher will feel ever in his place of work and this will show in his performance. The teacher living in the shadow of the broken home is often bewildered by the comings and goings and by the more fact that essential relationships are not promoted or are broken off and
disrupted at a very impressionable time. Family dislocation could result from having children outside

Background to the study

marital success in a child‟s education along with environmental and economic factors may affect child development in
areas such as cognition, language, and social skills. Numerous studies in this area have demonstrated the importance of family
interaction and involvement in the years prior to entering school (Bergsten, 1998; Hill, 2001; Wynn, 2002). Research findings
have also shown that a continued effort of marital success throughout the child‟s education can improve academic achievement (Driessen, Smit & Sleegers, 2005; Fan, 2001; Hong & Ho, 2005). Academic failure has been linked with risk behaviors and negative outcomes such as; substance abuse, delinquency, and emotional and behavioral problems (Annunziata, Houge, Faw, and Liddle, 2006).
Nationwide, aggregate data suggest that foster children fare poorly in educational settings, often receiving low grades and ultimately not advancing to their full academic potential (Wendy, 1997). Even when these children are placed in economically deprived urban schools where student performance is already below average, they still tend to rank lower than their peers. Studies comparing foster children with non-foster children show that they are more likely to have behavioral and discipline problems, more likely to experience gaps in their education because of school transfers, more likely to be in special education, more inclined to gravitate towards vocational classes, and less likely to be on a college preparatory track (Wendy, 1997). Significantly fewer foster children expect even to graduate from junior secondary school. Yet once they are discharged and no longer in the care of the foster homes, their future prospects will be in large part determined by their performance in school.

TABLE OF CONTENTS

Title page

Certification

Dedication

Acknowledgement

Table of Contents

Abstract

CHAPTER ONE: INTRODUCTION

  • Background to the study
  • Statement of the Problem
  • Research questions
  • The Objectives of the Study
  • Significance of the Study
  • Scope of the Study
  • Operational Definition of Terms

CHAPTER TWO: LITERATURE REVIEW AND THEORETICAL FRAMEWORK

2.1 Review of Related Literature
2.2 Empirical Studies
2.3 Theoretical Framework

2.4 Review of Relevant concept
2.5 Summary of the literature

CHAPTER THREE: METHODOLOGY

3.1 Research Design

3.2 Population of the Study

3.3 Sample Size and Sampling Techniques

3.4 Research Instrument

3.5 Validation of the Research Instrument

3.6 Reliability of the Research Instrument

3.7 Research Procedure

3.8 Methods of Data Analysis

CHAPTER FOUR: RESULT AND DISCUSSION OF FINDINGS

4.1 Data presentation and analysis

4.2 Testing of hypothesis

4.3 Discussion of finding

CHAPTER FIVE: SUMMARY CONCLUSION AND RECOMMENDATION

5.1 Introduction

5.2 Summary of Study

5.3 Summary of Major Findings

5.4 Recommendations

5.5 Limitation of the Study

5.6 Suggestions for Future Research

References

Appendix



 


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