ABSTRACT
The study investigated the relationship between teacher quality and school climate as correlates of students’ academic achievement in public secondary schools in South East Nigeria. Ten research questions and ten null hypotheses guided the study. The study adopted a correlational survey research. There was 87,623 teachers and students. A sample size of 1067 teachers and students was proportionately drawn from the secondary schools in the zone to constitutes the sample. The instruments used for data collection were “Teacher Quality Rating Scale (TQRS), “School Climate Scale (SCS) and Academic Achievement Profoma used in collating students’ academic achievement. The stability of the instruments was determined using pearson`s product correlation coefficient and reliability indices of 0.82 and 0.79 were obtained for TQRS and SCS respectively. The internal consistency of the instruments were also determined and a reliability estimates of 0.86 and 0.83 for TQRS and SCS were obtained respectively. Pearson`s Product moment correlation coefficient (PPMCC) was used to answer the research questions and the p values from the pearson`s product moment correlation coefficient (PPMCC) were used to test the null hypotheses at 0.05 level of significance. The findings revealed that the higher the qualification of the teacher, the higher the academic achievement of the students. It was also revealed that effective classroom management practices increases students’ academic achievement. Findings from this work showed that as the principals allow the teachers a favourable environment to operate, it will aid effective instructional delivery which will enhance students’ academic achievement. Among the educational implications of the findings was that teachers with more years of experience are well conversant with the best instructional delivery which will yield significant improvement in the academic achievement of the students. It was thus recommended among others that the government and school administrators should ensure that teachers with higher qualifications are sought after in the recruitment of teachers in secondary schools in South East Nigeria. It was also recommended that the government should ensure that teachers with higher years of teaching experience are employed are employed to teach in secondary school.
TABLE OF CONTENTS
Title i
Declaration ii
Certification
iii
Dedication iv
Acknowledgements v
List
of Tables viii
List
of Figures x
Abstract xi
CHAPTER 1: INTRODUCTION
1.1 Background
to the Study 1
1.2 Statement
of the Problem 13
1.3 Purpose
of the Study 14
1.4 Research
Questions 15
1.5 Research
Hypotheses 16
1.6 Significance
of the Study 17
1.7 Scope
of the Study 19
CHAPTER 2: REVIEW
OF RELATED LITERATURE
2.1 Conceptual
Framework 20
2.1.1 Overview of secondary
education 20
2.1.2
Concept of academic achievement 22
2.1.3 Concept of teacher quality 26
2.1.4 Teacher qualification and students’ academic achievement 35
2.1.5 Teachers’
years of experience and students’ academic achievement 40
2.1.6 Teachers’
classroom management skills and students’ academic
achievement 42
2.1.7 Teachers effectiveness and student academic achievement 48
2.1.8 Concept
of school climate 50
2.1.9 Types of school climate 53
2.2 Theoretical
Framework 62
2.2.1 The System Theory by Ludwig Von Bertalanffy (1954) 62
2.2.2 The whole teacher approach
by Chen and Chang (2006) 64
2.3
Empirical Studies 65
2.4 Summary of Related Literature 81
CHAPTER 3: METHODOLOGY
3.1 Design
of the Study 84
3.2 Area
of the Study 84
3.3 Population
of the Study 86
3.4 Sample
and Sampling Techniques 87
3.5 Instrument
for Data Collection 88
3.6 Validation of the Instrument 89
3.7 Reliability of the Instrument 90
3.8 Method
of Data Collection 90
3.9 Method of Data Analyses 91
CHAPTER:
RESULT AND DISCUSSION
4.1 Research
Questions 92
4.2
Summary of Major Findings of the
Study 105
4.3 Discussion
of Findings 10
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1
Summary 112
5.2 Conclusion 114
5.3 Educational
Implication of the Study 115
5.4
Recommendations 116
5.5 Limitations of the Study 117
5.6 Suggestions for Further Study 118
REFERENCES
APPENDICES
LIST OF TABLES
Tables Pages
1.1: Four Lenses for Examining Teachers
Quality. 32
4.1: The
Pearson’s Product Moment Correlation Coefficient
showing
the extent of correlation between
teachers
academic
qualification and the academic achievement
of
secondary school students 92
4.2: The
Pearson’s Product Moment Correlation Coefficient
showing
the extent of correlation between
teachers
years
of experience and the academic achievement
of
secondary school students 93
4.3: The
Pearson’s Product Moment Correlation Coefficient
showing
the extent of correlation between
class-room
management abilities and
the academic achievement
of
secondary school students’ 93
4.4: The
Pearson’s Product Moment Correlation Coefficient
showing the extent of correlation between teachers
effectiveness
and the academic achievement of
secondary
school students' 94
4.5: The
Pearson’s Product Moment Correlation Coefficient
Showing
the extent of correlation between Open school
Climate
and the academic achievement of secondary
school
students 94
4.6:
The Pearson’s Product
Moment Correlation Coefficient
Showing
the extent of correlation between autonomous
school
climate and the academic achievement of
secondary
school students 95
4.7: The
Pearson’s Product Moment Correlation Coefficient
showing
the extent of correlation between
controlled
climate
and the academic achievement of
secondary
school
students 95
4.8: The
Pearson’s Product Moment Correlation Coefficient
Showing
the extent of correlation between familiar
climate
in school activities and the academic achievement
of
secondary school students 96
4.9: The
Pearson’s Product Moment Correlation Coefficient
showing
the extent of correlation between
controlled
climate
and the academic achievement of
secondary
school
students 96
4.10: The
Pearson’s Product Moment Correlation Coefficient
Showing
the extent of correlation between closed
climate
and the academic achievement of
secondary
school
students 97
4.11:
The Pearson’s Product
Moment Correlation Coefficient
showing
the significant correlation between teacher’s
qualification
and students’ academic achievement
of
secondary school students. 97
4.12:
The Pearson’s Product
Moment Correlation Coefficient
showing
the significant correlation between teacher’s
years
of experience and students’ academic achievement
of
secondary school students. 98
4.13: The
Pearson’s Product Moment Correlation Coefficient
showing
the significant correlation between classroom
management
abilities of teachers and students’
academic
achievement of secondary school students. 99
4.14: The
Pearson’s Product Moment Correlation Coefficient
showing
the significant correlation between teacher’s
effectiveness
and students’ academic achievement
of
secondary school students. 100
4.15: The
Pearson’s Product Moment Correlation
Coefficient
showing
the significant correlation between open school
climate
and students’ academic achievement of
secondary
school students. 100
4.16: The
Pearson’s Product Moment Correlation Coefficient
showing
the significant correlation between autonomous
school
climate and students’ academic achievement
of
secondary school students. 102
4.17: The
Pearson’s Product Moment Correlation Coefficient
showing
the significant correlation between controlled
climate
and students’ academic achievement of secondary
school
students’. 103
4.18:
The Pearson’s Product
Moment Correlation Coefficient
showing
the significant correlation between the familiar
school
climate and students’ academic achievement
of
secondary school students. 104
4.19: The
Pearson’s Product Moment Correlation Coefficient
showing
the significant correlation between paternal
climate
and students’ academic achievement of secondary
school
students. 104
4.20: The
Pearson’s Product Moment Correlation Coefficient
showing
the significant correlation between the closed
climate
and students’ academic achievement of secondary
school
students. 10
LIST OF FIGURES
Figure Page
1: Graphic Representation of Framework for
Teacher Quality 32
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Teaching
in education is the process of attending to people’s needs, experiences and
feelings, and making specific interventions to help them learn particular
things. Teaching is also the process of inculcating moral values, abilities,
and skills by an experienced person to an inexperienced person in order to
ensure a positive change in behavior useful in developing oneself and the
society. In its broadcast sense, teaching is a process that facilitates
learning. Teaching is the specialized application of knowledge, skills and
attributes designed to provide unique services to meet the educational needs of
the individual and of the society. The choice of learning activities whereby
the goals of education are realized in the school is the responsibility of the teaching
profession (Alberta, 2018).
The
certified teacher is the essential element in the delivery of instruction to
students, regardless of the mode of instruction. A teacher has professional
knowledge and skills gained through formal preparation and experience. Teachers
provide caring services to students by diagnosing their needs and by planning,
selecting and using methods and evaluation procedures designed to promote
learning. The process of teaching includes understanding and adhering to legal
and legislated frameworks and policies, identifying and responding to student
learning needs, providing effective and responsive instruction, assessing and
communicating students’ learning, developing and maintaining a safe, respectful
environment conducive to students’ learning, establishing and maintaining
professional relationships, and engaging in reflective professional
practice. Thus, all these efforts of the
teachers in molding the students is expected to reflect in high academic
achievement of the students.
Academic achievement is the extent to which a student, teacher or institution has
achieved their short or long-term educational goals.
According to Annie, Howard and Stoker (2002), academic achievement is defined
as the level of accomplishment or proficiency one has in academic area as
opposed to one’s potential. Eme (2017) also defined academic achievement as an
educational goal that is achieved, by a student, learner or institution over a
period of time. Students’ scores in achievement test, Cumulative Grade Point Average and completion of educational degrees such as High School
and bachelor's degrees represent academic achievement. In relation to
this study, academic achievement can be regarded as the observable and
measurable behavior of students in Mathematics and English. This academic
achievement can be obtained through the administration of achievement test
which either could be teacher made test or standardized achievement test. However, for the purpose of this study, the
teacher made test was used. To this end, the academic achievement of students
becomes very important parameter to know how well the teacher teaches the
subject to the students.
Whether
in internal or external examinations, the academic achievement of the students have not been encouraging over the years, as
the number of students who possess five “O” level credits including
Mathematics and English Language has not
been encouraging which has hindered the number of students seeking admission
into tertiary institutions. Over the years there have been a record of poor academic
achievement of the students at the external examination conducted by both the
West African Examination Council (WAEC) and National Examination Council (NECO).
This trend of poor achievement of secondary school students has also been
confirmed by the West African Examination Council (WAEC Chief Examiners Report,
2018). The WAEC result analysis for the years 2015, 2016 and 2017 revealed the
following statistics of the performance of Nigerian students in secondary
schools in external examination. The percentages of students who passed during
the years with five credits including Mathematics were reported to be 25.99%,
29.45% and 56.01% respectively for the year 2015, 2016 and 2017 for the West
African Senior School Certificate Examination (WASSCE, 2017).
Meanwhile
for the National Examination Council Senior School Certificate Examination the
percentages of students who passed during the years with five credits including
Mathematics were reported to be 20.61%, 19.34% and 38.11% respectively for the
year 2011, 2012 and 2013 (WAEC, 2017). It is also on record that the percentage
of candidates in this category (five credits including Mathematics) for 2015, 2016
and 2017 were 42.56 %, 38.68% and 52.97% respectively for the West African
Senior School Certificate Examination (WASSCE). In a similar vein, the
percentage of candidates in this category (five credits including Mathematics
and English Language) for 2015, 2016 and 2017 were 38.23 %, 30.22% and 42.34%
respectively for the National Examination Council Senior School Certificate
Examination (NECOSSCE, 2017).
However,
in South Eastern States, 41.7% of the total number of students who entered for
Mathematics at West African Senior Secondary School Certificate Examination
made A1-C6 in 2013, while 33% of the students made AI-C6 in NECO. In 2014,
30.70% made AI-C6 in WASSCE as 28.7% made A1-C6 in NECO. In South Eastern
States in 2015, 41.10% of the students made A1-C6 in West African Senior
Secondary School Certificate Examination (WASSCE) as 39.7% of the students made
A1-C6 in NECO. In 2016, there was an increase in the academic achievement as
42.6% made A1-C6 in West African Senior School Certificate Examination and 40.8%
of the students made AI-C6 in NECO (Abia, Imo, Anambra, Ebonyi and Enugu State
Secondary Education Management Boards, 2017).
Hence on the average the performances of the students in external
examinations conducted by WAEC and NECO in South Eastern States have been
generally poor with exception of Abia and Anambra States.
This
poor academic achievement of students at both the internal and external
examinations conducted by both the West African Examinations Council (WAEC) and
National Examinations Council (NECO)
could be attributed to a lot of factors such as lack of conducive
environment, poor teaching methods, teachers attitude to their job, lack of
interest of students in the teaching learning process, students time management
amongst others. To this extent, Morakinyo (2003) believed that the falling
level of academic achievement of students
is attributable to teachers’ non-use of verbal reinforcement strategy,
as Welsh (2007) also found that the attitude of some teachers to their job,
poor teaching methods, teachers qualification and students interest influence students’ academic achievement. In
a similar vein, many researchers such as Eme (2017), Adeyemo (2005); and Aremu
(2004) have established the fact that certain factors such as teachers method of teaching could influence
the students interest and achievement,
Onyeneto and Onyibor (2000) stated that
poor academic achievement of students in our schools queries the
methodology of instruction and therefore called for an in depth investigation
with a view of establishing the relationship between school climate and
teachers quality and students’
achievement in secondary schools.
Considering
the poor academic achievement of the students over the years, questions have
been raised on the extent to which secondary schools have performed in
producing students for tertiary education in Nigeria. This cannot be said to be
satisfactory, as the situation is particularly disturbing when it was realized
that one of the broad aims of secondary education as stated in the National
Policy on Education (Federal Republic of Nigeria, FRN 2013), is preparation of students
for higher education. This has led to persistent decline of the products of
secondary school leavers, thereby discrediting the productivity and
functionality of the secondary school system. It is on these bases that the
present study investigated the extent to which variables such as teacher’s
quality and school climate correlates with students’ academic achievement in
Public Secondary Schools.
Teacher
quality is an important determinant of the students’ academic achievement. Teacher
quality is a complex phenomenon for which no general and absolute agreement
exists concerning an appropriate and comprehensive definition although teacher
quality is almost universally believed to be the most important school based
factor in students’ learning (Reeves, 2002). Adegbile (2008) described a
quality teacher as being efficient, well trained, experienced, with good
classroom management skills necessary for optimal performance and achievement
of goals. The quality teacher is a good manager of instruction and is able to
utilize appropriate techniques to gain and maintain the attention of students.
A quality teacher should engage pedagogical insight and utilize it to guide the
teaching/learning process to the point of achieving stated educational
objectives. It is not possible to guarantee meaningful learning without quality
teachers to translate the laudable objectives of secondary education curriculum
into practice in the classroom. A teacher with the necessary qualities for
effective teaching and learning process will help in enhancing the academic
achievement of the students, as Adegbile (2018) revealed that significant
relationship exit between the teachers’ quality and the students’ academic
achievement. However the teacher quality
that improves the students’ academic achievement amongst other things do
include the teachers’ academic qualification, teachers’ years of teaching
experience, teachers’ effectiveness and the teachers’ classroom management
ability (Titus & Adu, 2017). Variables recognized to be indicative of
teachers’ quality which has been examined for their relationship to students’
learning include measures of academic ability, years of education, years of
teaching experience / length of services, classroom management skills and
teachers’ effectiveness (Darling – Hammond 2000). On the bases of this, the
present study explored teacher quality in terms of teachers’ academic
qualification, teachers’ years of teaching experience, teachers’ effectiveness
and the teachers’ classroom management skills as correlates of students’ academic
achievement (Darling – Hammond 2000).
Years
of experience or length of employment is one of the teachers’ quality variables
the present study investigated its relationship with students’ academic
achievement. Years of service or length of employment refer to the total years
spent in the provision of a service. In this study, the teachers’ years of
experience suggest the time spent in the teaching profession as measured by
data generated from a demographics form revealing that the overall academic
achievement of secondary school students is significantly correlated to length
of service of teachers (Oshagbemi, 2003). The early years of a teacher’s career
have been recognized as being stressful which influence his instructional
delivery which may affect the students’ academic achievement. However, the year
of experience of the school teachers did show significant relationship with the
students’ academic achievement (Johannsen, 2011). Younger and less experienced
teachers were observed to be very naïve in their teachings which influences the
academic achievement of the students (Bhadoria & Singh, 2010). The twin factor of teacher’s qualifications is teacher’s
experience. Clotfelter et al. (2014)
are of the opinion that teacher’s experience is consistently associated with
performance and these display a form of heterogeneity across students that may
help explain why the observed form of teacher-student matching persists in
equilibrium.
Teacher
effectiveness is one of the good
qualities a good teacher must possess in order to enhance the academic
achievement and desired behaviour of his or her students. A good teacher is one
who displays effectiveness in his/her teaching; they are dedicated and are
needed in schools in order to enhance the academic achievement and desired
behaviour of the students. In this way, several authors have defined teacher
effectiveness in various ways. According to Mbakwen (2000) teacher
effectiveness can be defined as the extent to which a classroom teacher
performs his/her instructional roles; given the necessary facilities such that
students’ learning will be maximized. This is why teacher effectiveness is one
of the criteria to use to determine the students’ academic achievement and
desired behaviour. It has been established that there is a correlation between
what teachers know, what they teach and students output (Mbakwem, 2001) on the
basis of this, Akiri (2013) showed
that effective teachers produced better performing students.
Teachers’
qualification is one the of important factors in improving students’ academic
achievement in school. To improve the teaching and learning process in the
school it requires that the school employs seasoned qualified teachers (Abe &
Adu, 2013). According to Usman (2012), a qualified teacher can be defined as
one who holds a teaching certificate and/or licensed by the state, owns at
least a bachelor’s degree from a four-year institution and well qualified in
his/her area of specialization. The quantitative
analyses of Richardson (2008) indicated that measures of teacher preparation
and certification are by far the strongest correlates of students in reading
and mathematics. Unanma et al.,
(2013) examined the relationship between Teacher’s academic qualifications and
academic achievement of Senior Secondary school Students in Chemistry and
discovered that there is a positive relationship between the variables. Unanma et al., (2013) observed that teachers’
qualification play significant roles in the quality of instructional delivery
and good classroom management practices.
Classroom
management plays an important role in the teaching and learning process. It is
veritable tool in the process of passing instructions from the teachers to the
students. The success of any educational system is a function of the
effectiveness of classroom management. Classroom management according to Omenka
and Otor (2015) is the action a teacher takes to create an environment that
supports and facilitates instructions, academic, social and emotional learning.
It is the process of creating favourable conditions to facilitate instructions
as well as that of regulating social behavior of students. Teachers in the classroom
are by the nature of their profession, managers of classroom activities. Adequate classroom discipline is generally regarded to be
one of the most essential aspects of education as well as an absolute
prerequisite to achieving instructional objectives and safeguarding the
psychological, social and physical well-being of students. This will help in
improving the academic achievement of the students, hence relation exist
between the classroom management and students’ academic achievement. Findings from
Titus & Adu (2017) revealed that classes effectively managed by teachers
are likely to perform better than those poorly managed because the students
will lack concentration.
The
second variable of the present study is the school climate. The researcher
explored its relationship with academic achievement. School climate is the
internal quality that is unique and peculiar to the school, it is the way in
which staff of school perceive and characterize their environment in an
attitudinal and value based manner (Dorathi, 2011). It is a set of attributes specific to a
particular school that may be induced from the way the school deals with its
members and its environment (West, 2002). School climate can be seen as a social
and psychological environment or atmosphere that characterizes a particular
school, hence it is assumed that school climate comprises shared perception
about school norms, belief, values, practices and procedures that can be
observed at a general or specific level (Sinha, 2015 & Guildmond, 2007).
To
adopt a comprehensive approach in exploring the extent school climate
correlates academic achievement of students, the present study explored six
types of school climates which are as follows: open, autonomous, controlled,
familiar, paternal and closed climate Ikediugwu, 2008). An Open Climate is one
of the school climate the present study explored its relationship with
students’ academic achievement. Open Climate is characterized by low hindrance,
low disengagement, average intimacy, low production, high trust and
consideration of the principals (Olibie, Uzoechina and Eziuzor, 2015). When the
teacher has low disengagement, average intimacy and low production he/she is
expected not to have effective instruction delivery which influences the academic
achievement of the students. Findings from Gail (2017), from the study on school
climate and academic achievement of students found out that significant
positive correlation exists between open climate and academic achievement of
students.
Autonomous
climate is another type of school climate the present study sought to
investigate its relationship with academic achievement of students. It portrays
an atmosphere where teachers are given a good measure of freedom to operate in
the institution (Raza, 2010). In this school climate the principal model
enthusiasm and diligence, teachers have great desire to work and students are
highly motivated to learn which enhances the teachers instructional delivery. Findings
from Fakunle & Ale (2018) in their study relationship between school
climate as determinant of students’ academic achievement found out that
significant positive correlation exist between autonomous climate and academic
achievement of students.
Controlled
climate is the third school climate the present study explored its relationship
with academic achievement of students. Controlled climate is where the head
teacher or principal is highly domineering, aloof but not considerate (Adeyemi,
2008). In this type of climate the personal problems of staff are given little
emphasis, highly task oriented and gives room for production or achievement of
organization’s goals (Olibie et al.,
2015). The principals dominate all school activities, goals are highly
emphasized with little attention to consideration and satisfaction of the
teachers personal and social needs. These in turn affects the teachers
instructional delivery which influences the students’ academic achievement. Findings
from Adeogun & Olisaemeka, (2011) on the influence of school climate on the academic achievement of students’
revealed that there is a significant negative correlation between controlled
Climate and academic achievement of
students.
The
familiar school climate is the fourth school climate the present study examined
and established its relationship with academic achievement of student. It is a
type of school climate which is characterized by high degree of consideration
and intimacy with little emphasis on production (Halphin & Croft in Ogbu,
2015). Thus, a congenial and friendly atmosphere exists between principals and
the teachers. The social need satisfaction is high, while little is done to
control or direct the group activities towards goal achievement. This type of
school climate is related to the academic
achievement of students as findings from Fakunle, (2010) in
his study on School Climate as Determinant of students’ academic achievement in
public Secondary School in Ekiti State, Nigeria found out that significant
positive correlation exist between familiar Climate and students’ academic
achievement.
The
paternal school climate is another type of school climate the present study
sought to investigate its relationship on the students’ academic achievement.
Paternal school climate is referred to as one in which the principal discourages
the emergence of leadership acts from the teachers and attempts to solely
initiate all leadership himself (Olibie et
al., 2015). In this school climate teachers are in isolation and
essentially try to compete with one another, and each has confidence in
himself/herself. Bickering and frictions are the order of the day, there is no
trust and the use of grapevine communication is valued which is expected to
influence the teachers’ effective instructional delivery and consequently
impact on the students’ academic achievement. Findings from Adeogun & Olisaemeka, (2011) on
their study of influence of school climate on the academic achievement of students revealed that there is a significant
negative correlation between Paternal Climate and academic achievement of students.
The
closed climate is the last type of school climate the present study
investigated its relationship on the academic achievement of the students. The
closed climate is characterized by high disengagement, high hindrance, low
spirit and average intimacy of teachers and high aloofness, high production
emphasis and a high trust of the principal (Olibie, 2015). There is inadequate
communication and poor recognition of skilled employees. West, (2002) added
that in this closed climate type, there are no clear job objectives, staff are
not aware of performance gaps and are therefore less concerned on the need to
fill the gaps. Thus, these characteristics of organizational climate tend to
distinguish one school from another and generally affects the teachers
positively or negatively which may also influence the academic achievement of
the students. Hence, findings from Fakunle, (2010) in his study on
School Climate as Determinant of students’ academic achievement in
public Secondary School in Ekiti State, Nigeria
found out that significant positive correlation exist between Closed
Climate and students’ academic
achievement.
The
teachers’ quality and school climate variables remain an important yardstick
which can be used to assess the extent of students’ academic achievement.
Several studies have shown that teachers quality such as the teachers academic
qualification, teachers years of teaching experience, teachers effectiveness
and the teachers classroom management abilities correlates with the students’ academic
achievement. In a similar way, several studies have also shown that school
climate such as the open, autonomous, controlled, familiar, paternal and closed
climate correlated with students’ academic achievement. The researcher observed
from the above background that no research has been investigated in the relationship
among teacher quality, school climate and students’ academic achievement in
secondary schools in South East, Nigeria. Hence, it was on this bases, that the
present study sought to provide empirical evidence on the extent to which
teachers’ quality and school climate variables correlate the students’ academic
achievement.
1.2 STATEMENT OF THE PROBLEM
Ideally quality teachers with the ethics of teaching
profession who work in favourable school climate are bound to deliver
instruction effectively in the areas of
effective teaching, lesson note preparation, effective use of scheme of work,
effective supervision, monitoring of students’ work, teachers’ commitment to
job and extra-curricular activities. The resultant effect of this effective
instructional delivery is improved academic achievement of the students.
Recently
there have been decline in the academic achievement of students both at the
internal and external examinations which is an indication of fallen standard of
Nigeria’s educational system. Fallen standard of education have put the quality
of the nation’s education sector to serious question. The above poor situation of
academic achievement of the secondary school students seems to be due to near
absence or lack of quality teachers and Poor School climate.
To this extent a lot of factors could
correlate the student’s academic achievement which could be the poor quality of
teachers and poor school climate. Based on this, the problem of the study put
in question form reads; to what extent do teachers quality and school climate
correlates academic achievement of students in secondary schools South Eastern
States of Nigeria?
1.3 PURPOSE OF THE STUDY
The
purpose of the study was to investigate teachers’ quality and school climate as
correlates of students’ academic achievement in public secondary schools in
South East, Nigeria. Specifically the study sought to:
1.
determine the
relationship between teachers’ qualification and students’ academic achievement
in secondary schools.
2.
find out the relationship
between teachers’ years of experience and students’ academic achievement in
secondary schools.
3.
determine the
relationship between teachers’ classroom management skills and students’ academic
achievement in secondary schools.
4.
ascertain the
relationship between teachers’ effectiveness and students’ academic achievement
in secondary schools.
5.
determine the
relationship between open school climate and students’ academic achievement in
Secondary Schools.
6.
find out the relationship
between autonomous school climate and students’
academic achievement in Secondary
Schools.
7.
find out the relationship
between controlled school climate and students’ academic achievement in Secondary Schools.
8.
ascertain the
relationship between familiar school
climate and students’ academic achievement in
Secondary Schools.
9.
determine the relationship
between paternal school climate and students’ academic achievement in Secondary Schools.
10. determine
the relationship between closed school climate and students’ academic
achievement in Secondary Schools.
1.4 RESEARCH QUESTIONS
The
following research questions guided the study:
1.
What is the relationship
between teachers’ academic qualification and students’ academic achievement in
secondary schools?
2.
What is the relationship
between teachers’ years of experience and students’ academic achievement in
secondary schools?
3.
What is the relationship between
teachers’ classroom management skills and students’ academic achievement in
schools?
4.
What is the relationship
between teachers’ effectiveness and students’ academic achievement in secondary
schools?
5.
What is the relationship
between open school climate and students’ academic achievement in secondary
schools?
6.
What is the relationship
between autonomous school climate and students’ academic achievement in
secondary schools?
7.
What is the relationship
between controlled school climate and student’ academic achievement in
secondary schools?
8.
What is the relationship
between familiar school climate and students’ academic achievement in secondary
schools?
9.
What is the relationship
between paternal school climate and students’ academic achievement in secondary
schools?
10. What
is the relationship between closed school climate and students’ academic
achievement in secondary schools?
1.5 RESEARCH HYPOTHESES
The
following null hypotheses were tested at 0.05 levels of significance.
H01: There
is no significant relationship between teachers’ qualification and students’ academic
achievement in secondary schools.
H02: There
is no significant relationship between Teachers’ years of experience and
students’ academic achievement in secondary schools.
H03: There
is no significant relationship between teachers’ classroom management skills
and students’ academic achievement in secondary schools.
H04: There
is no significant relationship between teachers’ effectiveness and students’ academic
achievement in secondary schools.
H05: There
is no significant relationship between open climate and students’ academic
achievement in secondary schools.
H06: There
is no significant relationship between autonomous climate and students’ academic
achievement in secondary schools.
H07: There
is no significant relationship between controlled climate and students’ academic
achievement in secondary schools.
.
H08: There
is no significant relationship between familiar climate and students’ academic
achievement in secondary schools.
H09: There
is no significant relationship between paternal climate and students’ academic
achievement in secondary schools.
H010: There
is no significant relationship between closed climate and students’ academic
achievement in secondary schools.
1.6 SIGNIFICANCE OF THE STUDY
The
findings of this study will be of immense benefit to stakeholders in Education
like the teachers, students, school administrators, government, curriculum
planners, and researchers.
The
findings of the study will help teachers to know the academic achievement of their
students and how it is been influenced by the teachers’ quality and different
organizational climate that are prevalent in their school. The study may enable
them to device how they will cope with the prevalent organizational type in
their school in order to bring out their best in the face of adversity and
improve on their effectiveness even if they are not well satisfied and
organizational climate are not favourable.
The
findings of this study will be of immense benefit to students as they will know
how the level of the different qualities of their teachers and organizational
climate type influences their academic achievement, this knowledge will help
the students to cope and improve on their academic achievements and the
students will get at least the best from their teachers even in the face of adversity.
It
will enable School Administrators to know how well their teachers possess the
qualities which influences their effectiveness in instructional delivery and
how best to recruit high quality teachers even in the face of adversity towards
bringing out the best in them. The finding may also assist the administrators
to know the organizational climate that can influence effective or ineffective
instructional delivery, thus making them to employ the best organizational
climate that will improve the teachers’ effectiveness in instructional delivery
towards enhancing the academic achievement of their students.
To
the policy makers and government, the findings of this study will enable them
to fashion out policies that will ensure that favourable organizational school
climates are prevalent in secondary schools and also to ensure that high
quality teachers are recruited, this will make the teachers to work hard and
improve on their effectiveness in instructional delivery which will be
reflected in the academic achievement of the students.
Researchers
will be provided with very useful empirical evidence and literature on which
they can make references to when carrying out studies that are related to the
present study. The study may also afford intending researchers the opportunity
of appraising and criticizing the present study with the view of finding gaps
which their future study will fill up.
1.7 SCOPE OF THE STUDY
This
study is delimited to teachers and students in public secondary schools in
South, East Nigeria on teacher quality and school climate as correlates of
students’ academic achievement. The specific states in the South East, Nigeria covered
in the study are Abia, Anambra, and Imo states out of the five states of Abia,
Anambra, Ebonyi, Enugu and Imo state. In terms of content, the study
investigated how teachers’ quality of teachers’ academic qualification,
teachers’ years of teaching experience, teachers’ effectiveness and the
teachers’ classroom management ability as correlate of students’ academic achievement. Also the present study explored
how six types of school climates which are as follows open, autonomous,
controlled, familiar, paternal and closed climate correlated the students’ academic
achievement.
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