SOME TEACHERS CHARACTERISTICS AND ACADEMIC PERFORMANCE OF STUDENTS IN NIGERIAN SECONDARY SCHOOLS IN EDUCATION
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SOME
TEACHERS CHARACTERISTICS AND ACADEMIC PERFORMANCE OF STUDENTS IN NIGERIAN
SECONDARY SCHOOLS IN EDUCATION
ABSTRACT
This study
assesses the influence of teachers’ characteristics on students’ academic
performance in Nigerian secondary schools, focusing on Education District (IV),
Lagos. Four research questions and four hypotheses were formulated to guide the
study.
The
descriptive survey research design was used to carry out study. The data
collection instrument was a self-structured and validated questionnaire. The
sample size for the study were One hundred (100) secondary school students,
with 50 students each randomly selected from two secondary schools from
Education District (IV), Lagos state. The sample students were randomly
selected from University of Lagos International School and Yaba College of
Technology International School, Lagos state.
The findings
of this study are that: There is a
significant relationship between the quality of teachers and students’ academic
performance; There is a significant influence of teacher experience on
students’ academic performance; There is a significant influence of teacher
training on students’ academic performance in Education District (IV), Lagos;
There is a significant influence of teacher’s professional development on
students’ academic performance in Education District (IV), Lagos.
The
following recommendations were made: A
strict policy of employing only trained teachers should be enforced by the
government. Teachers should be made to teach only in their subjects of
specialization in order to ensure optimal efficiency; Experience should be
favored among teachers. The more experienced teachers should be allowed to rub
their expertise on the upcoming ones; Education stakeholders and the government
should ensure that teachers comply with standard pedagogical practices and that
they are kept abreast of developments in teaching pedagogy; Grants,
opportunities and scholarships should be made available to teachers who wish to
pursue professional development on the job.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
What
students learn, retain and practice after leaving school has direct impact on
the nation's competencies and skills. What is learnt both formally and
informally determines the individual’s ability to contribute to national
development. Educated human resources constitute manpower and personnel that
bring about national development (Aghenta, 2006). It therefore means that the
quality of education received by the citizens determines the level of
development of any nation. A number of factors determine the level of
performance in the school system especially the quality of the input and school
process variables (Ochuba, 2008). Goals of education can only be achieved with
a well organised school system that would ensure that all aspects of school
life are well articulated and effectively co-ordinated.
Teachers
play a vital role in ensuring quality education delivery. They are best known
for the role of educating students in their care. The most common role
teachers’ play in the classroom is to dispense pertinent knowledge to students
by following the curriculum. Teachers use various methods such as lecture,
small group activities and hands-on learning activities to dispense knowledge
to students. Beyond that, they serve many other roles in the classroom.
Teachers set the tone of their classrooms, build warm environment, mentor and
nurture students, become role models, listen and look for signs of trouble etc.
(Fraser & Walberg, 2005). They are therefore, responsible for promoting the
mission and ethos of the schools through structured classroom prayer,
participation in the liturgical life of the school, and modelling of
appropriate standards of behaviour.
Adeogun
(2010) contend that the quality of the educational system depends on the
quality of its teaching staff and that a school without human resources may not
be able to achieve the goal and objectives of the educational system. Adesina (2010) noted that teachers are the
major indicator determinants of quality education. Highly professional teachers,
who are dedicated are needed in schools. It has been established that there is
a high correlation between what teachers know and what they teach. Thus the
ability to teach effectively depends on the teacher’s knowledge and knowledge
occurs in a variety of forms.
Teaching is
demanding in a variety of ways which include time, effort and commitment.
Teachers prepare pupils for the job market and the socio-economic development
of every nation. They are required to exhibit good qualities and accommodate
the academic, social and emotional needs of their students (Williams, 2013).
The passion they have reflects through their effectiveness. While in the
classroom, they adapt to various learning styles and classroom dynamics by
using superior classroom management techniques to create a healthy classroom
environment which is safe, resourceful and productive. Teaching quality, as
perceived by the student, is quite closely linked to student engagement
measures, and the relationships work mainly in expected directions (Xuehui,
Emily & Tanja, 2008). For educational aspirations, significant positive
effects are seen for students who report that teachers care for students, treat
students fairly and encourage questions. Significant negative effects are seen
among students who report that teachers assign lots of homework and always
lecture in class.
Educators
are at the core of every educational system and therefore, the quality of the
educators in every school system reflects and impacts the overall quality of
the school system and the potential of the students within the system
(Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009). Educators, as
lifelong learners, equip learners with the skills and resources needed to
attain success academically and socially. However, to accomplish this requires
more consistent and effective programmes which adequately prepareeducators and
provide them with the knowledge, skills, and resources needed to successfully
engage students and increase academic achievement (Intrator & Kunzman,
2006). Effective teaching and learning cannot occur without congenial classroom
environment. Teachers maintain positive and effective learning environment
through well‐prepared and varied lessons, which cater for the range of student
abilities and interests. It also involves, setting of realistic and challenging
academic standards of student performance. Teachers are required to demonstrate
commitment to teacher professional development through interest and attendance
at appropriate in‐service courses, commitment to a programme of professional
study.
Teacher
training, teaching experiences, pedagogical practices and professional
development are all teacher concepts that impact students and these are the
attributes that this study focuses on. Teachers with the relevant
characteristic traits have been recognized as the most vital resources in the
educational system since they are the ones who interpret the aims and goals of
education and ensure that the students are educated in line with them. Odunusi
(2009) stated that teachers with the right characteristics are the hubs of any
educational system upon their devotion and quality. Dalton & Moir (2002)
reported that teacher training could provide teachers with assistance necessary
to increase the academic performance of students. Lauriala (2008) described
reformative in-service education for teachers as capable of developing teacher
cognitions and factors crucial to changes in knowledge concerning students,
learning, and their roles as teachers.
The status
of teaching as a profession cannot be underestimated. Teachers’ characteristics
need to be clearly identified and standardized in line with what students need
to succeed. The success of students is hinged majorly on the adeptitude of the
teachers. It is strongly believed that teachers who are enamoured with the
necessary attributes will strongly influence the academic achievement of their
students. This is what this study aims to examine.
1.2 Statement of Problem
Teaching is
a career that provides challenges, excitement, personal reward and chance to
encourage and support others to achieve their goals Johnson, Kahle and Fargo
(2007).Good teachers work with their colleagues, parents, other professionals
and community members to inspire their students to learn. Through the
comprehensive training teachers go through during their pre-service training,
they acquire qualities such as strong knowledge in particular subject areas,
patience, good sense of humour etc. These qualities are essential to ensuring a
permanent change in pupils’ behaviour. With such qualities, teachers are
expected to motivate and encourage students to study hard to improve the
standard of education.
However,
there have been public outcries that the academic performance of Nigerian
students in general and Lagos State in particular has been below expectation.
Many
students are poor in literacy and numeracy. Ochuba (2008) similarly reported
that there has been a public outcry on the continual decline in the standards
of education in Nigeria as indicated in public examinations and performance of
education outputs that are inadequate for employment.
The question
then is does that mean the qualities teachers’ possess do not impact positively
on their students’ performance? If that is the case, what might have been the
possible causes? This study seeks to determine the relationship between the
quality of teachers and the academic performance of the pupils in the
Metropolis.
1.3 Purpose of Study
The main
purpose of this study is to assess teachers’ characteristics and students’
academic performance in Nigerian secondary schools in Education District (IV),
Lagos. Specifically, this study aims to:
1. Find out the relationship between the
quality of teachers and students’ academic performance in Education District
(IV), Lagos.
2. Determine the influence of teacher
experience on students’ academic performance in Education District (IV), Lagos.
3. Determine the influence of teachers’
in-service training on students’ academic performance in Education District
(IV), Lagos.
4. Examine the influence of teacher’s
professional development on students’ academic performance in Education
District (IV), Lagos
1.4 Research Questions
The
following research questions were answered in this study:
1. Will the quality of teacher have any
significant effect on the performance of secondary school students?
2. Will teacher experience significantly affect
the academic performance of secondary
school students?
3. Will the in-service training of
teachers affect the performance of secondary school students?
4. What is the influence of teacher’s
professional development on students’ academic performance in Education
District (IV), Lagos?
1.5 Research Hypotheses
The
following research hypotheses were tested in this study:
1. There is no significant relationship
between the quality of teachers and students’ academic performance in Education
District (IV), Lagos
2. There is no significant influence of
teacher experience on students’ academic performance in Education District
(IV), Lagos
3. There is no significant influence of
teachers’ in-service training on students’ academic performance in Education
District (IV), Lagos
4. There is no significant influence of
teacher’s professional development on students’ academic performance in
Education District (IV), Lagos
1.6 Significance of the Study
This study
would hopefully provide some insight for educational planners and policy-makers
by highlighting some basic but apparently neglected educational services such
as education resource centre services, in-service training and internal
supervision of instructions.
The
suggestions of this study may positively assist teachers and school
administrators to re-examine the educational services that are provided by them
and identify the services which are essential for quality teaching and
learning.
The findings
of this study may also hopefully contribute to existing literature by extending
the stock of knowledge on the influence of educational services on teacher
quality in Lagos state secondary schools. It will also provide some useful
reference materials for future researchers who might be interested in
conducting similar studies elsewhere. Furthermore, the study places much
emphasis on the fact that teachers should be academically, physically and
intellectually sound to be able to produce quality students which the nation
needs in this millennium.
Finally, the
study is expected to guide educational planners on the provision of educational
services that may improve the quality of secondary school teachers
1.7 Delimitation of the Study
This study
is delimited to teachers’ characteristics and students’ academic performance in
Nigerian secondary schools. It covers Education District (IV), Lagos State.
1.8 Definition of Key Terms
The
following terms are defined operationally as they are used in this study:
Teacher
training: The policies and procedures designed to equip teachers with the
knowledge, attitudes, behaviours and skills they require to perform their tasks
effectively in the classroom, school and wider community.
Teaching
experience: Familiarity with teaching skills and knowledge acquired over months
or years of actual practice.
Pedagogical
practices: The method and practices used in teaching.
Professional
Development: This encompasses all types of facilitated learning opportunities
including credentials such as academic degrees, to formal coursework,
conferences and informal learning opportunities situated in practice.
Academic achievement: Examination result of
students at the end of an achievement test.
Teachers
self-efficacy: This refers to the extent to which a teacher is able to promote
students’ learning.
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