Assessment of Knowledge and Attitude of Teachers Towards Safety and Security of Secondary School Students in Northern States of Nigeria

Description

– Assessment of Knowledge and Attitude of Teachers Towards Safety and Security of Secondary School Students in Northern States of Nigeria –

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Abstract

The purpose of this study was to assess the knowledge and attitude of teachers towards safety and security of secondary school students in Northern states of Nigeria.

An ex-post facto research design was used to study 384 subjects drawn from six states of Northern Nigeria. A multistage sampling procedure was used to draw the required sample.

A self-developed questionnaire titled questionnaire on assessment of knowledge and attitude of teachers towards safety and security of secondary school students in Northern states of Nigeria was used to obtain information from the respondents.

The questionnaire was divided into four sections, A-D. Section A sought information on the demographic variable of the respondent; section B1 deals with knowledge on safety; section B2 deals with attitude towards safety;

section C1 deals with knowledge on security; section C2 sought information on attitude towards security; section D1 deals with the availability of safety measures and section D2 deals with the information on availability of security measures.

Data collected were analysed using mean and standard deviation, t-test and one-wayanalysis of variance (ANOVA) statistics. Six research questions were asked and six hypotheses were tested at 0.05 level of significance.

Findings showed that, teachers have adequate knowledge on safety of secondary school students in northern states of Nigeria;

the attitude of teachers towards safety of secondary school students in northern states of Nigeria is positive. Based on the findings of this study, the following conclusions were drawn, teachers in Northern states of Nigeria have adequate knowledge on safety of Secondary school students;

Introduction

1.1 Background of the Study

Creating a safe and secure community requires the involvement of all community members. This is true in small towns, large cities, and school campuses.  The sense of physical, psychological and emotional freedom felt by students, teachers and other school personnel, depends on safety of the school environment.

Safety is concerned with the condition of being protected against physical, social, spiritual, political, emotional, occupational, psychological, or other types of damage, accidents, harm, or any other event that could be considered undesirable (Lingers, 2010).

School safety has come to be a major problem in recent years, particularly in developing societies (Jemes, 2013). Regarding the type of problems, school safety is affected by bullying, theft, vandalism, alcohol and substance use, gang activities, gun and sharp object ownership, fire and earthquakes (Oluwale, 2013).

School safety awareness has increased across the nation with the prevention of violence becoming more pressing topics nationwide (Thomos & Johnson, 2011). Recently schools are perceived as unsafe places filled with fear and insecurity. (Gillen, 2012).

There have been several large acts of violence in the last 10 years, but schools should be a safe place for students and teachers (Oluwale, 2013). 

Oluwale (2013) added that, the perception of teachers has been the media and the many outlets for any nation to get information. Jerry (2011) pointed out that students have been injured or even killed while attending school.

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