ANALYSIS ON THE IMPACT OF TEACHERS’ PROFESSIONALISM ON STUDENTS’ ACADEMIC PERFORMANCE IN ENGLISH

ANALYSIS ON THE IMPACT OF TEACHERS’ PROFESSIONALISM ON STUDENTS’ ACADEMIC PERFORMANCE IN ENGLISH

CHAPTER ONE INTRODUCTION 1.1  Background of the Study

Education is a continuous process in human life. It is the process of teaching, developing, and molding people’s knowledge, skills, abilities, minds, and personalities (Olaniyonu, 2008). Education is the process of harnessing and exploring people’s natural and latent potential for personal growth in particular and national development in general. The caliber of their instructors determines significant advancements in the level of education that students receive. As a result, excellent teaching and learning are critical to students’ academic success (Anderson, 1991). Academic achievement in English is critical to achieving this goal in a country like Nigeria, where rapid technological growth is a priority. The language of instruction in all other disciplines is English, which is a necessary tool for expression and communication. a number of academics who have investigated the role of language in the development of countries such as the United States, the United Kingdom, Canada, Australia, and others, and have advocated for the use of English in the teaching of critical subjects such as Mathematics, Biology, Physics, Chemistry, Geography, and others in Nigerian secondary schools. The purpose of this proposal was to address the issue of students’ poor academic performance in the Senior Secondary Certificate Examination (SSCE) over time. One of the teacher-variables that has a significant impact on students’ academic achievement is their level of professionalism. Professionalism in teachers reflects their intellectual, social, and emotional stability, as well as their passion for their students, ability to inspire them, and positive attitude toward teaching (Afe, 2003). the extent to which the The professionalism of the teachers determines whether or not instructional objectives are met. It is the net increase in a student’s intellectual ability and abilities as measured by academic achievement (Afe, 2003; Evans, 2006). Teachers’ professionalism is the single most important factor in students’ success. It outperforms other factors that influence student achievement, such as class size, gender, and socioeconomic status. Teaching, once considered a respectable profession, has been taken over by imposters who lack the necessary qualifications and expertise to instruct. Because of Nigeria’s high unemployment rate, graduates with no educational background have been forced to teach in order to make a living. These inexperienced educators see teaching as a temporary solution. They should leave as soon as they find their ideal jobs. Qualified instructors have completed a minimum level of education training in the subjects they teach (Olaniyonu, 2008). An English graduate who teaches English Language, for example, is considered an unqualified instructor because he did not receive training in English education. Such inexperienced and unskilled teachers are unfamiliar with the complexities of teaching, have little or no enthusiasm, and are unconcerned about the learning outcomes of their students. The debate over Nigeria’s inadequate educational quality has raged for a decade and continues to this day. High teacher-student ratios, a scarcity of qualified and experienced teachers, ineffective educational leadership, political insecurity, politicization of educational programs, and an unpleasant teaching and learning environment Students’ poor academic performance has been blamed on a variety of factors, including inadequate educational facilities (Evans, 2006; Ewetan, 2010). One of the most important conditions for developing effective schools with high academic performance is consistent provision of people and material resources. In several Nigerian states, the proportion of untrained teachers in primary and secondary schools exceeds 80%. (Daso, 2013). As a result, a large number of untrained teachers in public secondary schools contributes significantly to students’ poor academic performance. The poor performance of students in Nigeria’s Senior Secondary Council Examination (SSCE) over the years is a clear indicator of this. The poor performance of students in the SSCE is associated with a decline inThe standard of teaching and learning. The grades of students are the most important indicator of a teacher’s efficiency, effectiveness, competency, and professionalism.

1.2 PROBLEM STATEMENT

Academic performance of students in Nigeria, particularly those in the study area, has declined dramatically in recent years. According to Ewetan (2010), today’s secondary school students can no longer do academically what primary school students did in the past. Students’ poor academic performance can be attributed to a lack of trained, qualified, competent, experienced, and professional teachers, among other factors. Teachers’ qualifications and experience have been shown to have a positive impact on students’ academic achievement. The number of years a teacher has taught determines his or her experience. He has spent time in class. It is widely assumed that teachers with many years of experience will have gained more knowledge to help their students achieve academic success. When instructors lack teaching experience, their efficacy and efficiency in providing services to their students suffers, as does their students’ academic achievement. As a result, there is an urgent need to investigate the impact of teachers’ professionalism on students’ academic performance. 1.3 THE STUDY’S OBJECTIVES The primary goal of this study is to investigate the impact of teachers’ professionalism on secondary school students’ academic performance in English Language in selected public secondary schools in Taraba State’s Jalingo Local Government Area. The study’s specific goals are as follows: i. In order to investigate

whether the personality of teachers affects students’ academic performance in English Language in public secondary schools. ii. To investigate whether teachers’ subject knowledge influences students’ academic performance in English. iii. To investigate whether teachers’ actions on students’ dispositions influence English language learning in the selected public secondary schools. iv. To investigate whether a teacher’s ability to manage a classroom affects students’ academic performance in English Language in public secondary schools.

1.4 QUESTIONS FOR RESEARCH

The study seeks satisfactory answers to the following questions: i. Does the personality of teachers affect students’ academic performance in English Language in public secondary schools? ii. Does a teacher’s subject knowledge influence students’ academic performance in English? iii. Do teachers’ actions on students’ dispositions influence the

English language learning in selected public secondary schools? iv. Does a teacher’s ability to manage a classroom affect students’ academic performance in English in public secondary schools?

1.5 THE STUDY’S SIGNIFICANCE

Teachers, students, educational administrators and planners, future researchers, and the government will all benefit greatly from this research. The study’s findings will inform teachers on how to effectively teach in the classroom for proper assimilation on the part of the students, as well as how to motivate their students to higher academic performance. The study will benefit school administrators by ensuring that only trained, competent, and experienced teachers are employed in the teaching profession. Students will be made aware of the teaching style used by their teachers in order for them to be effective.

The outcomes of learning. The government will recognize the need to create an appealing incentive package to increase teachers’ commitment and dedication to their jobs. This study will guide future researchers in their future research endeavors.

1.6 STUDY OBJECTIVES

This study looked at the impact of teachers’ professionalism on secondary school students’ academic performance in English, with a focus on some selected public secondary school students in Ondo State’s Akure South Local Government Area.

1.7 THE STUDY’S LIMITATIONS

The researchers encountered minor constraints while conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject because it is a new discourse, so the researcher incurred additional financial costs and time.

was required in the process of data collection and sourcing for relevant materials, literature, or information, which is why the researcher resorted to a limited sample size covering only selected public secondary schools in Akure south Local Government Area of Ondo State. As a result, the findings of this study cannot be generalized to other ministries in other Nigerian states. Furthermore, the researcher’s involvement in this study while also working on other academic projects will impede maximum dedication to the research. Nonetheless, despite the constraints encountered during the research, all factors were minimized in order to provide the best results and make the research a success.

1.8 TERMS DEFINITION

A teacher is someone who teaches, especially one who works in a school.

Education: This is a requirement.

refers to degrees, certificates, diplomas, and other professional titles obtained in one’s home country or abroad from educational authorities or endorsed professional bodies.

Teaching Experience: The number of years a teacher has been in the classroom.

Secondary school: A high or senior school that, depending on location, provides post-primary education for students after primary school and before higher education.

A public secondary school is one that is owned and funded by the government at the federal, state, or local levels.

A student is someone who attends school to learn.

Teachers’ Professionalism: A teacher’s competence, skill, and expertise in his or her job.

Academic Performance: The extent to which a student has met his or her educational objectives.