AN INVESTIGATION ON THE EFFECT OF TEACHER’S COMPETENCE AND QUALIFICATION ON STUDENTS ACADEMIC PERFORMANCE
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
R. W. White used the term “competence” for the first time in a 1959 paper to describe a concept for motivating performance. Other academics have gradually accepted and begun to use the term “competence” (Darling Hammond, 2006). Some scholars define “competence” as a combination of practical and theoretical knowledge, cognitive skills, behavior, and values used to improve performance. According to other scholars, it is also defined as “the state or quality of being adequately qualified, having the ability to perform a specific role” (Wikipedia). In general, competence refers to the conditions that humans must meet in order to function effectively in organizations and societies. The term “competency” is becoming more popular in educational circles. It is both a description of one’s ability and an evaluation of one’s performance. Competencies are defined by a person’s knowledge, abilities, and behaviors, among other things. In education, the term “competence” is typically applied to instructors, i.e., “teacher ability.” To understand the competencies required of a teacher, we must first identify a teacher’s job description. The nature of the instructor is heavily influenced by the nature of the classroom. In today’s classroom, a teacher must educate almost all students for higher order thinking and performance abilities that were previously reserved for a select group of students (Darling Hammond, 2006). The following are some of the characteristics of a teacher in the twenty-first century. Professional practice, leadership and management skills, as well as individual efficacy, are required in the classroom. A skilled teacher seizes every opportunity to promote learning, believing that all students have the ability to learn something new. A competent teacher understands that learning occurs outside of the classroom; thus, the teacher seeks out any opportunity to develop his or her own professional practice in order to provide students with high-quality learning experiences. Another important characteristic of a successful teacher is that she or he wins the hearts and minds of the students (Darling Hammond, 2006). Furthermore, the teacher understands the value of developing and collaborating with others, including parents and colleagues, and actively seeks professional collaboration both inside and outside of the classroom.
setting. A good teacher understands that it is necessary to grow oneself before being able to support others in their endeavors. As a professional, the teacher maintains high personal and professional integrity while carrying out all of his or her obligations and tasks.
The English language, on the other hand, is a West Germanic language that originated in early medieval England and is now recognized as the de facto language of the world (Wikipedia). In Nigeria, English is taught as a second language and is also the country’s official language (Nigeria) (it is the language of politics, law, and business and so on). The following are the overall goals of the English language curriculum: I.
To provide additional opportunities for English learners to broaden their knowledge and experiences of other people’s cultures, as well as opportunities for personal and intellectual development, further studies, leisure, and employment through the English language medium.
2. To prepare every student for shifting social and economic demands resulting from advances in information technology (IT), such as the comprehension, use, and creation of texts for enjoyment as well as for school and work in the English language medium.
Proper English pronunciation is critical for English language learners, especially when considering the grammar and phonology of the language.
According to the Nigeria Educational Research and Development Council’s (NERDC) 2008 revision of the English language curriculum, students should
be able to interact effectively in a variety of situations; access and use information from a variety of sources and media; present information in an organized manner; appreciate literature and other cultures; develop linguistic awareness; and interact effectively in a variety of situations. As a result of the factors listed above, it is critical for instructors and schools to educate students so that they fully understand the topic and can communicate effectively in a variety of situations. The current study aims to gather students’ perspectives on their instructors’ abilities and approaches to using the English language in the classroom.
1.2 Problem Identification
In general, it has been observed that the interests and points of view
Students’ opinions are not taken into consideration, particularly in the subject of English language, which is required from elementary to tertiary levels of education (Darling Hammond, 2006). It is critical to examine the students’ perceptions of how the teacher’s competence and approaches affect their ability to communicate effectively in English. This indicates how well the students comprehend and retain the information that they are being taught. It may be useful to investigate the following aspects of students’ perceptions of their professors:
1. The teacher’s method of instruction.
2. The instructor’s subject matter expertise.
3. The teacher’s attitude toward ensuring that students understand and can apply what they are taught.
The English language is important in a variety of situations.
1.3 Study Objectives
The study’s overarching goal is to investigate the impact of teacher competence and qualification on student academic performance in English. The specific goals are as follows:
i. To investigate the impact of teachers’ competence on students’ academic performance in English Language.
ii. To investigate the impact of teachers’ teaching experience on students’ English language performance.
iii. To investigate the impact of teacher qualifications on students’ English language performance.
iv. Determine the impact of teachers’ methods on students’ use of the English language.
1.4. Hypothesis of Research
For the study, the following hypothesis has been developed:
There is no correlation between teacher competence and student academic performance.
English is a language.
There is no correlation between teachers’ teaching experience and students’ English language performance.
There is no correlation between teacher qualification and student performance in English.
There is no correlation between teachers’ methods and students’ use of English.
1.5 Importance of the research
This study will be significant to the ministry of education because it will highlight the importance of employing competent and qualified teachers who can teach English language subjects in order for students to gain proficiency in English and improve their academic performance.
This research will also be useful to the academic community because it will add to the existing body of knowledge.
1.6 The scope of the research
The purpose of this study is to investigate the relationship between teachers’ competence on
The academic performance of students in English Language. The study will also look into the impact of teachers’ teaching experience on students’ English language performance. The research will look into the impact of a teacher’s qualifications on students’ English language performance. Finally, the research will look into the impact of teachers’ methods on students’ use of the English language. As a result, the study will be limited to Imo State.
1.7 The study’s limitations
As with any other research, the researcher encountered constraints in the cause of this study, including a lack of needed accurate materials on the topic under study and an inability to obtain data. The researcher faced financial constraints in obtaining relevant materials as well as printing and collating questionnaires. In addition, time
Another constraint is that the researcher must shuttle between writing the research and engaging in other academic work, which makes the researcher uncomfortable.
1.8 Definitions of terms
A teacher is someone who teaches, usually in a school.
Competence is defined as the ability to complete a task successfully or efficiently.
Qualification: passing an examination or completing a course, particularly one that confers status as a recognized practitioner of a profession or activity.
Academic performance: the assessment of student achievement in various academic disciplines.
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