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The impact of OSS modules on teacher effectiveness
Fasuyi, Ayotomi
Fasuyi, Ayotomi
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Authors
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Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
Nigeria
Abstract
Context: This study examines the impact of the Online Support for Schools (OSS) modules on teacher effectiveness at Charles Dale Memorial International School in Port Harcourt, Nigeria. The institution is a multicultural secondary school aiming to foster comprehensive development in students while integrating a blended curriculum that includes Nigerian and Cambridge secondary education.
Aims: The research aims to evaluate teacher awareness and engagement with OSS modules, their perceptions of the relevance of OSS to their professional development, and the extent to which learning from these modules translates into enhanced teaching effectiveness, particularly focused on classroom management.
Methods: The data were collected through questionnaires administered to teachers, combined with reflection journals, and focus group discussions with heads of departments. A follow-up physical workshop focused on the OSS module 'Understanding lesson management' was also organised to facilitate knowledge sharing and practical application of skills learned.
Findings: Results indicated that 97% of teachers accessed OSS modules, with many taking multiple modules. Teachers reported improvements in various aspects of classroom practice. However, challenges were identified, including time constraints due to heavy workloads (81.8% of teachers) and poor internet access (51.5%). The workshop revealed that many classrooms lacked visible rules, contributing to behavioral management challenges.
Implications: The findings suggest that for continuous professional development (CPD) initiatives like OSS to be impactful, explicit steps must be taken to connect learning with practice. It may also be beneficial for school leaders to foster a structure that encourages teachers to translate OSS learning into effective classroom management strategies. Enhanced collaboration among teachers and structured feedback mechanisms could further support the ongoing application of learned skills in educational settings.
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Keywords (free text)
online support for schools, continuous professional development, teacher effectiveness, classroom management, teacher engagement