The Effect Teachers Characteristics On Students Academic Performance In Government

THE EFFECT TEACHERS CHARACTERISTICS ON STUDENTS ACADEMIC PERFORMANCE IN GOVERNMENT

Chapiter 1

Introduction

1.1 Study’s Background

According to Mugenda & Mugenda (1999), education is commonly viewed as a fundamental human right, a path to enlightenment, as well as a source of money and power. Since wealthy nations have a history of emphasizing the value of education in fostering economic and technological development, rising nations aspiring to hold the same position must give education top priority.

According to Boit, Njoki, and Chang’ach (2012), education should prepare people to change their society and eliminate inequality. Particularly in terms of personal and national growth, secondary education is crucial. Beyond basic education, it is crucial for the growth of a nation’s human resource base (Achoka, Odebero, Maiyo, and Mualuko, 2007).

Therefore, providing high-quality secondary education is essential for creating opportunities for and advantages in social and economic development (Onsumu, Muthaka, Ngware, and Kosembei, 2006). One indicator of the quality of the education provided is how well pupils do cognitively (UNESCO, 2005). Levin, Wasanga, and Somerset (2011) contend that student academic accomplishment at the secondary school level is a significant issue that is influenced by teacher characteristics in addition to being a predictor of student effectiveness.

The government, instructors, parents, and society at large have all shown an interest in students’ success in academic endeavors, claim Yusuf and Adigun (2010). It is well known that teachers have a big influence on how well their students do in school. Teachers have a crucial role in educational attainment since they are ultimately responsible for putting policies into effect and principles into practice when interacting with students (Afe, 2001).

Wright, Horn, and Sanders (1997) contend that the characteristics of the teacher have the greatest influence on students’ learning. At the intersection of knowledge, values, and skill transfer in the learning process are teachers. If the teacher is inadequate, the students under their instruction won’t make enough academic progress (Lydiah and Nasongo, 2009). No matter how comparable or different the students’ potential for academic achievement, this is true.

The connection between teaching and learning is made by a teacher. As a result, the success of the teacher as a builder depends on his or her credentials, gender, experience, and preparation. By studying additional information that will improve his or her ability to speak successfully in the classroom, one may acquire or reach this relevant knowledge and expertise (Oyedeji, 2000). In other words, a teacher’s attitude, personality, effectiveness, academic background, experience, and gender all affect or contribute to his or her performance. It should be mentioned that the teacher’s education level and degree have an impact on the characteristics shown in relation to the students’ performance. Therefore, the goal of this study is to examine how teaching styles affect students’ academic advancement in government.

1.2 Definition of the Issue

The relationship between teacher characteristics and student achievement has been the subject of numerous research, but there are still unanswered questions. Prior study included a range of independent elements and was conducted in a range of environments, highlighting the need for the proposed research.

Many public and private schools in Nigeria use untrained teachers and tutors who lack the skills and education necessary to properly communicate with their students. These teachers, who ought to encourage study and promote students’ academic success, have instead turned into a cog in the academic development machine of the Nigerian educational system.

Parents who are worried about their kids or wards’ poor performance in senior secondary school frequently accuse the management of the school of employing teachers who are underqualified and have little to no teaching experience. In light of this, the goal of this study is to determine how teaching characteristics affect students’ academic achievement in government.

1.3 Study’s Objectives

Examining the influences of teachers’ traits on students’ academic progress is the main goal of this study. Other particular goals of this research include:

1. To investigate the connection between teachers’ credentials and students’ academic performance.

2 To ascertain the relationship between teachers’ status, gender, and the results of student learning.

3. To investigate the impact of instructors’ rank and experience on senior secondary students’ academic achievement.

1.4 Research Prompts

In the study, the following queries were addressed:

1. Is there a relationship between teachers’ credentials and students’ academic success in government?

2. How do students’ learning achievements in government relate to the gender of their teachers?

3. Is teachers’ experience a reliable indicator of students’ academic success in government at the senior secondary level?

1.5 Importance Of The Study

The study on the impact of government of government teachers on students performance in WASSCE will be of enormous benefit to teachers, school administration, the state government, the federal government, and the ministry of education in Nigeria because it will discuss the relationship between characteristics of government teachers and students attendance to government classes. Additionally, the study will examine the factors that affect efficient government education and training. Finally, the study will broaden our understanding of the qualities of public school instructors.

1.6 Aim Of The Study

In the study on the impact of teacher qualities on student performance in the WASSCE, the relationship between teacher characteristics and student performance will be examined. Additionally, it will discuss the factors that affect how well governments are taught and learned.

1.7 Study Limitation

Financial restraint: A researcher’s ability to collect data (through the internet, a questionnaire, and interviews) and locate relevant materials, literature, or information is often hindered by a lack of funding.

Time restraint: The researcher will do this investigation together with other academic activities at the same time. Consequently, less time will be spent on the research job.

1.8 Term Definition

TEACHERS QUALITY: According to the study, teachers’ quality is determined by their professionalism and teaching abilities when it comes to delivering business education in junior high and high school.

EFFECTIVE TEACHING: This simply entails utilizing all available intellectual and instructional resources when teaching government

LEARNING: the process of gaining knowledge or skills through instruction, experience, or study.