TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8
Definition of Terms
CHAPTER
TWO
LITERATURE
REVIEW
2.1 Concepts of Teaching
2.2 Characteristics of Effective Teachers and
Teaching
2.3 Active Teaching and Maintenance of A Brisk
Pace
2.4 Teacher Expectations
2.4.1 Improving
Teacher Expectations
2.5 Orienting Pupils, Reviewing And Presenting
Objectives
2.6 Developing
Efficient Routines: Automation and Pattern Recognition
2.7 Increasing Clarity and Academic Performance
2.8 Ensuring High Success Rates
CHAPTER THREE
RESEARCH
METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population
3.4 Sample and Sampling Technique
3.5 Research Instrument
3.6 Administration of Instrument
3.7 Procedure for Data Analysis
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION OF
RESULS
4.0
Introduction
4.1 Descriptive Analyses of Bio-Data of
Respondents According to Sex, Age, Qualification, Religion, Marital Status and
Years of Service
4.2
Descriptive Analysis of Data Collected at
the end of Administration of Questionnaire with the Research Questions
4.3
Testing of Hypotheses
4.4
Summary of Findings
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
5.0
Introduction
5.1 Summary of Study
5.2
Conclusions
5.3 Recommendations
CHAPTER ONE
INTRODUCTION
1.1 Background
to the Study
Teaching is both an art and
a science. According to him, it is an instrumental, practical art rather than a
fine-art. That is teaching "requires an improvisation, spontaneity, the
handling of a vast array of considerations of form, style, pace, rhythm and
appropriateness in ways, so complex that even computers must lose the way"
(Anyanwu, 2000).
Tumble (2003) states that
teaching process is too complex, with a nearly infinite variety of
circumstances, subjects, student groups, and age groups to be reduced to
simple, how-to-do-it recipes.
Gage (2004) opines that
teaching can and should have a scientific basis. Science deals with
relationships between both input (independent) variables and output (dependent)
variables. According to Ernest (1990), a sizeable amount of good research has
been carried out that relates teaching and administrative practices to
students' achievement as well as motivation, attitudes and self-esteem.
Ideally, with emphasis on
ideal, an effective, successful teacher would create a good academic atmosphere
and good school attitudes, maintain high academic engagement and successfully
manage the classroom to prevent inattentive, off-task and distruptive
behaviour.
Realistically, however,
misbehaviour will occur and the teacher must plan in advance for handling it
(Berliner 2001). Children must be oriented to learn new material such as
orientation by the teacher, often includes a review of home work, a review of
previous materials and skills, an explanation of the purposes and objectives of
the new material, and a statement of the relationship of the current lesson to
previous material. Asubel (2005) says that such orientation or comments serve
as advance organizers that help the children, easier to relate to what children
already know and therefore more learnable.
There are many teacher
characteristics and teaching patterns that correlate with higher children
achievement and or improved school attitudes, that is, with effective teaching.
Most relate to improvement of classroom climate, management and feedback and
reinforcement practices, involvement in self improvement and improvement of
other teaching practices that increase pupils engagement and content courage
and improve organisation, structuring and clarity, expectations or children
interest and motivation (Ayo, 2000).
The personality of the
teacher matters a lot in the classroom. According to Musson (2004), personality
of the teacher includes his emotion, motivation, values, goals and general ways
of perceiving his environment, have become moulded up and processed through
training that he can be relied upon as a teacher. This also includes method of
conducting oneself that is, what one should do and what one should not do as a
member of teaching professions.
According to Akande (1999)
other qualities of the teacher that can affect his performance at work and pupils'
academic achievement includes: Scholarship, cheerfulness, firmness, tolerance,
democratic attitude, impartiability, loyalty, having the knowledge of the
child's psychology, honest, self discipline, sociability, creativity,
resourcefulness, neatness, good sense of homour, simplicity, adaptability etc.
Beside all these, the teachers should have a command of theoretical knowledge
about learning and human behaviour. He should possess the technical skills of
teaching that facilitate students' learning achievement (Adeleke, 2002).
Furthermore, a teacher
ought to display such attitudes that promote learning and good human relationship,
and should have perfect mastery of facts of his subject matter as this will
enhance his/her teaching and pupils’ academic achievement.
1.2 Statement
of the Problem
It is a truism that the
teacher is a moulder of character in the school. This is because of his
constant with the child. Nevertheless, the life style of the teacher is very
important to the effective learnability of the child. This is because, if the
teachers' characters are negative, they will also affect the child's behaviour
and academic performance negatively. Therefore, a teacher who is humane, who
possesses a democratic attitude, who is adaptable, sociable, creative,
resourceful, humorous, neat, disciplined, scholarly, tolerant, knowledgeable
etc will no doubt, influence the children attitudes towards learning. But
reversibly if the teacher is unsociable, lack knowledge of what to teach, and
the methodology of how to teach he/she will not successfully carry out the
effective teaching and learning process in the school.
Also, if the teacher does
not have the knowledge of the psychology of the child, is not cheerful, not
creative, not resourceful, lacks self-discipline, is not firm and tolerant,
he/she cannot adapt properly with the teaching profession and his pupils will
possess negative perception of their academic work. Among other things, children
who are taught by teachers who do not possess positive characteristics, will
exhibit or manifest negative attitude to work both in the school and also at
home. The students trained by lazy and highly maladjusted teacher, will
automatically become lazy and maladjusted, and this will affect their academic
work which will result to low or poor academic achievement in the school
1.3 Purpose of the Study
The purpose of this study
is to find out teacher’s attitude on academic performance of pupils in early
childhood education in Ikeja Local Government Area of Lagos State.
Other specific objectives
of the study are:
1.
To find out whether teachers' life style
affect pupilts' academic performance in the school?
2.
To find out whether there is a difference
between the attitude of pupils who are taught by teachers who are perceived to
have good life style and those perceived to possess bad life style.
3.
To find out whether there is a difference
between the teaching of well behaved teachers and those who are not.
4.
To find out whether teacher’s personality
affects pupils’ social adjustment in the school.
1.4 Research
Questions
The following research
questions will be posed in this study.
1.
Does teachers' life style affect pupils’
academic performance?
2.
Will there be a significant difference
between the behaviour of pupils’ who are taught by teachers perceived to have
good life style and those with bad life style?
3.
Is there any significant difference in the
teaching method of teachers who behave well and those who do not?
4.
How can we differentiate teachers who behave
well and those who do not?
5.
What are the factors affecting human
behaviours or attitudes among teachers?
1.5 Research
Hypotheses
These
hypotheses will be formulated and tested in this study:
1. There will be no significant influence of
teachers' life style on the academic performance of pupils.
2. There will be no significant difference
between the behaviour of pupils who are taught by good teachers and those
taught by bad teachers.
3. There will be no significant difference
between the teaching of well behaved teachers and those of the badly behaved
ones
1.6 Significance
of the Study
1.
Teachers would benefit from this study,
because its findings and recommendations will direct them on how well to become
an effective teachers with good characters. The findings of this study will
equally help teachers to have better insight on the essence of good behaviour
in the teaching profession.
2.
This study will assist the upcoming
researchers to carry out more work on the issues being treated in this study.
Also researchers and readers would find this work very important because, it
will serve as a reference material to their work.
3.
Pupils would benefit from the findings and
recommendations of this work because it would assist them to work hard,
identify teachers perceived to be either good or bad in the schooL The
recommendations of this study would help pupils/children to change their attitudes
towards their studies.
4.
The society will also benefit from this
study immensely, including parents, the school administrators etc.
1.7
Scope of the Study
This study covers teacher’s
attitude on academic performance of pupils in early childhood education in
Ikeja Local Government Area of Lagos State.
1.9 Definition of Terms
2
Teaching
styles: It is an embracing concept referring to the teacher’s
ways of getting pupils to learn through structured methodology.
3
Early
childhood education: This means formal education that is
received from 0 – 8 years.
4
Teaching
effectiveness: The ability of the teacher to achieve the
stated objectives at the end of the teaching.
5
Teaching
techniques: Teacher’s ways or method of teaching.
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