FACTORS CONTRIBUTING TO TEACHERS’ ATTITUDE TO WORK IN RELATION TO STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS

FACTORS CONTRIBUTING TO TEACHERS’ ATTITUDE TO WORK IN RELATION TO STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Teachers play an important role in every country’s educational system because the system is entirely dependent on their numbers, quality, and dedication to learning. Teachers play a number of roles in our school’s excellent teaching and learning (Matthew, 2015). They are expected to be community advocates as well as academic specialists. Thus, a teacher’s role is defined as the manner in which he or she carries out his or her tasks and obligations in order to achieve the school’s objectives. A teacher is thought to be a manifestation of knowledge.

He or she has complete authority in the classroom, and his or her role requires that he or she exercise that authority with maturity and responsibility. He is responsible for attending to the specific needs of the children entrusted to him.

his/her care and to maintain a reasonable level of classroom discipline (Tim, 2010). Teachers write reports, distribute instructional materials, and keep instructional materials and other equipment in good condition. The importance of providing parents with an in-depth progress report on their children cannot be overstated.

Teachers are regarded as wise in social situations. They are thought leaders, counselors, or consultants. As a result, the community looks to teachers to help it achieve its vision.

However, according to Matthew (2015), the instructors’ long-held traditional attitude of hard labor and commitment to responsibility appears to have been displaced by the pursuit of financial gain and a get rich quick mindset. Selfishness and overachievement have now become the norm. Many teachers refuse to

Accept the best possible method of working that is available to them.

Teachers have lost interest in or dedication to their jobs. This deteriorating trend is most noticeable in metropolitan areas, where the level of sophistication appears to be devoted to the wicked speed.

According to Shagari (2012), Nigeria has the worst attitude toward labor in the world, and if every Nigerian were willing to work an honest day’s work for an honest day’s pay, Nigeria could achieve great things in every field of human endeavor. Teaching, which is universally recognized as a noble profession, has been the talk of the town since ancient times; the average man on the street now laments the apparent decline in the level of education in our society, which they blame on the government.

Typically attribute to the instructors’ work attitude. The quality of education is deteriorating on a daily basis as a result of instructors’ disinterest in their profession. Certain honorable Nigerians are worried about the situation. As a result, one is tempted to conclude that instructors’ employment attitudes should be reconsidered (Shagari 2012).

Thus, the researcher will investigate the factors influencing secondary school teachers’ attitudes toward work in Ebonyi State and attempt to address any issues that are discovered.

1.2 THE PROBLEM’S STATEMENT

Given the variety of issues affecting students’ academic performance, widespread awareness has become critical. Numerous studies have found that low student enrollment in higher education institutions is due to poor academic performance. This problem has been linked to the attitude of ineffective teachers. While others

According to some studies, the primary source of the problem is a lack of certified teachers; however, others argue that teachers’ callous and indifferent attitudes contribute to the problem. Ekperi (2018) discovered that students’ performance on external examinations has generally been declining. The West African Examination Council (WAEC) reported a 44.07 percent failure rate in 2000, a 43.02 percent failure rate in 2001, a 42.6 percent failure rate in 2002, a 33.0 percent failure rate in 2003, and a 29.27 percent failure rate in 2014, implying a 70.73 percent failure rate. In 2015, less than 42.6 percent of students registered for and took the exam (WAEC, 2015).

1.3 THE STUDY’S OBJECTIVES

The study’s overarching goal is to investigate the factors that influence teachers’ attitudes toward work in relation to student performance.

in secondary schools. This study specifically aims to:

i. To ascertain the extent to which teachers’ attitudes toward work influence students’ performance in secondary schools.

ii. Determine the factors influencing secondary school teachers’ attitudes toward work.

iii. To investigate the impact of teachers’ attitudes on students’ academic performance.

iv. Investigate methods to improve teachers’ attitudes toward work in relation to students’ academic performance.

1.4 QUESTIONS FOR RESEARCH

This study will address the following research questions:

i. To what extent does teachers’ work attitude influence students’ performance in secondary schools?

ii. What factors influence secondary school teachers’ attitudes toward work?

iii. How do teachers’ attitudes affect students’ academic performance?

iv. What are some strategies for improving teachers’ attitudes toward

work in relation to academic performance of students?

1.5 THE STUDY’S IMPORTANCE

This research will shed light on the reasons for teachers’ lack of enthusiasm, commitment, and focus on their jobs. This will halt the erosion of confidence and disruption of all educational standards.

On the government side, inconsistencies in salary payments and a general lack of commitment to resolving teacher and student issues will be addressed. Teachers will benefit from government motivation and the implementation of in-service training programs for incompetent teachers as they grow and improve the standard quality of their performance in the school and classroom. If this is accomplished, it will not be long before education standards deteriorate and society’s trust in modern education is severely eroded.

are flipped.

1.6 STUDY OBJECTIVES

This study focuses on the factors that influence teachers’ attitudes toward work in relation to student performance in secondary schools. The study will specifically focus on determining the extent to which teachers’ attitudes toward work affect students’ performance in secondary schools, identifying the factors influencing secondary school teachers’ attitudes toward work, examining the effects of teachers’ attitudes on students’ academic performance, and investigating ways to improve teachers’ attitudes toward work in relation to students’ academic performance.

This study’s respondents will be teachers and students from selected secondary schools in Abakaliki, Ebonyi State.

1.7 THE STUDY’S LIMITATIONS

As with any human endeavor, the researcher encountered minor setbacks while conducting the study. Because there is a scarcity of literature on

The researcher incurred additional financial expenses and spent additional time sourcing for relevant materials, literature, or information, as well as during the data collection process, as a result of the discourse’s nature, which is why the researcher chose a small sample size. Furthermore, the researcher conducted this investigation in conjunction with other scholarly endeavors. Furthermore, because only a small number of respondents completed the research instrument, the findings cannot be generalized to other secondary schools outside the state. Regardless of the constraints encountered throughout the investigation, all aspects were minimized to ensure the best results and most productive research.

1.8 TERM DEFINITION

A circumstance, fact, or influence that contributes to a result is referred to as a factor.

Attitude is a psychological concept.

A mental and emotional entity that is inherited by or characterizes a person.

Academic performance is the assessment of a student’s achievement in various academic subjects.