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.
TABLE
OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Table of content v
Abstract viii
CHAPTER
ONE: INTRODUCTION
1.1 Background to the study 1
1.2 Statement of the problem 4`
1.3 Purpose of the study 5
1.4 Research questions 6
1.5 Research hypotheses 6
1.6 Significance of the study 7
1.7 Delimitation of the study 7
1.8 Definition of key terms 8
CHAPTER
TWO: LITERATURE REVIEW
2.1
Theoretical Framework 9
2.2
A Review of the Teacher 11
2.3
Teachers’ characteristics 13
2.4
Teacher Training 14
2.5
Teacher Experience 15
2.6
Teachers’ Professional Development 17
2.7
Students’ Academic Performance 19
CHAPTER THREE: RESEARCH
METHODOLOGY
3.1 Research
method 21
3.2 Population 21
3.3 Sampling and sampling technique 22
3.4 Research
instrument 22
3.5 Validity
and reliability of research instrument 23
3.6
Method for data collection 23
3.7 Method
for data analysis 24
CHAPTER FOUR: DATA
PRESENTATION, ANALYSIS AND DISCUSSION
4.1 Presentation
of Demographic Data 25
4.2 Analysis of Research Questions 26
4.3
Testing of Hypotheses 30
4.3 Discussion
of findings 33
CHAPTER
FIVE: CONCLUSION AND RECOMMENDATION
5.1 Summary
35
5.2 Conclusion 36
5.3 Recommendation 36
5.4
Suggestions for Further Studies 37 References 38
Appendix 55
List of Tables
Table 3.1: Table of
Sampling
Table 4.1: Table of
Distribution of Participants by Gender
Table 4.2: Table of
Distribution of Participants by Age
Table 4.3: Research
Question 1 Table
Table 4.4: Research
Question 2 Table
Table 4.5: Research
Question 3 Table
Table 4.6: Research
Question 4 Table
Table 4.7: An ‘r’ statistical table showing the
relationship between the quality of teachers and students’ academic performance
(SAP)
Table 4.8: An ‘r’ statistical table showing the
relationship between the teacher experience
and students’ academic performance (SAP)
Table 4.9: An ‘r’ statistical table showing the
relationship between the teacher traning and students’ academic performance
(SAP)
Table 4.10: An ‘r’ statistical table showing the
relationship between the teacher’s professional development and students’
academic performance (SAP)
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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