The Effectiveness Of Classroom Teacher’s Pedagogical And Behavioural Competence On The Teaching-learning Process

The Effectiveness Of Classroom Teacher’s Pedagogical And Behavioural Competence On The Teaching-learning Process

Abstract

The purpose of this study, which used a descriptive research design, was to ascertain the degree to which classroom teachers’ pedagogical and behavioral competency affected the teaching-learning process in Lagos State Education District V. 150 kids (70 males and 80 females) and 100 instructors (45 males and 55 females) were randomly chosen from ten elementary schools in Lagos State Education District V to participate in this study. Two self-made instruments were utilized to collect the necessary data. The T-test, Pearson’s Product Moment Correlation Coefficient, and One-way Analysis of Variance (ANOVA) were the statistical methods employed to test the hypotheses. The participants in this study were 100 teachers (45 males and 55 females) and 150 students (70 males and 80 females) who were randomly chosen from among ten primary schools in Lagos State Education District V. The findings revealed a significant correlation between pedagogical competence and teaching effectiveness, a significant difference between teachers’ behavioral competence and students’ academic performance, and a significant difference between teachers’ behavioral competence and teaching effectiveness. On the basis of the findings, general discussion of the results and recommendations were held.

CHAPITER 1

INTRODUCTION

1.1 Study’s historical context

The success of the teaching and learning process is mostly influenced by three variables, according to education experts. The social, academic, and familial settings are these interconnected elements. Miguel and Barsaga’s (1997) study examined factors influencing students’ performance, looking at the variables of teacher, students, parents, and community, and came to the conclusion that the teachers were the major influence on students’ achievement. The fundamental responsibility of teachers is to ensure that students learn successfully and efficiently. To accomplish this, teachers must engage in a number of tasks, including planning, giving effective instruction, and evaluating the learning activities using the right methods and approaches. As a result, the effectiveness and quality of the instructor have a significant impact on the teaching and learning process. This is especially true during the early years of education, when students are still very young.

As a result, in order for the teaching-learning process to be successful, the teacher must possess teaching competency. The phrase “appropriately conveying duties of knowledge application and skills to students” is used to describe teaching competence. Here, the proper approach entails familiarity with the procedures, methods, and means of communicating the topic. Teacher competency, in the words of Donald (1982), is “those of knowledge, abilities, and beliefs a teacher possesses and brings to the teaching-learning situation.” A competent teacher would establish learning-friendly conditions and an environment in the classroom. This would improve student performance and improve the effectiveness of the educational process. The effectiveness of instruction is typically assessed by how well students perform on examinations, and student achievement is correlated with instructor competency and classroom performance. Thus, teacher competence, teacher performance, and teacher effectiveness are the three conceptual dimensions of teacher quality that are frequently employed in making judgments about a teacher’s work. As a causal factor for success, teacher competency is believed to be closely related to how well teachers execute in difficult situations since “competent performance presumes competence” (Westera, 2007). In contrast to teacher performance and effectiveness, teacher competency is a constant quality of the teacher that does not significantly alter as the instructor transitions from one scenario to another.

According to the research that have been done thus far, there isn’t a single set of competencies that all effective instructors have or don’t have. This is due to the fact that the idea of teacher competence is extremely situational and entails value judgment whether one set of absolute abilities is useful for dealing with various learner groups. The classification of teacher competency can be done in a variety of ways, depending on the job of the teacher. Teachers essentially have two key functions in the classroom. The social aspect of teaching involves (i) fostering an environment in which learning can occur, and (ii) imparting “knowledge” to their students through a variety of techniques, which is the task-oriented aspect of teaching. While the task-oriented aspect of teaching is known as the “instructional functions,” the social aspect of teaching may be referred to as the “enabling” or managerial functions. It is exceedingly challenging to distinguish between these two functions in actual practice because they complement one another. On the basis of this assumption, numerous organizations have tried to categorize teaching proficiency. For instance, the British general identified fostering learner autonomy, subject knowledge, preparation and planning for courses and sessions, teamwork, flexibility, assessment, and evaluation of learning as essential teaching competencies to be possessed by a teacher in order to make the teaching-learning process effective and efficient. Teaching competence, on the other hand, is defined by the general teaching council for Scotland as including professional knowledge and comprehension, professional skills and abilities, professional value, and personal dedication.

The teaching competence standards established by the education department at Montana State University will be used for the purposes of this research project. These include social competence, professional competence, pedagogical competence, conceptual, integrative, and quantitative intellectual competences, capacities for problem-solving and successful instruction, and communication competence. The focus will be on pedagogical and behavioral competency and how it affects a teacher’s ability to instruct effectively.

1.2.1 Theoretical Foundation

The impact of classroom teachers’ pedagogical and behavioral competency on the teaching-learning process is the study’s main focus. Following is an evaluation of some of the hypotheses that provide light on this issue.

1.2.1Theory of Social Constructivism.

This theory is typically credited to Jean Piaget, who described the processes by which students internalize knowledge. He proposed that people build new knowledge from their experiences through the processes of accommodation and assimilation. People assimilate when they integrate a new experience into an existing framework without altering that framework. This can happen when people’s experiences match up with their internal worldviews, but it can also happen when people fail to correct a flawed understanding. For instance, people may fail to notice events, misinterpret what other people say, or decide that an event was just a fluke and is therefore of no significance as worldview information.

In contrast, people may alter their perceptions of the experiences to conform to their internal representations when their experiences conflict with those representations. The notion holds that accommodation is the process of altering one’s mental picture of the outside world to accommodate fresh experiences. When we act on the assumption that the world functions in a certain way and our expectations are violated, we frequently fail. However, by accommodating this new experience and rethinking our model of how the world functions, we are able to learn from our own failures or those of others.

It’s crucial to remember that social constructivism is not a specific teaching method. In actuality, social constructivism is a theory that explains how learning takes place, whether or whether students are using their prior knowledge to comprehend a lecture or paying attention to the instructions that are being provided to them. According to the social constructivism hypothesis, in both situations, students build knowledge from their experiences by interacting with the elements of their home, school, and learning environment through their five senses.

However, social constructivism is frequently linked to pedagogical strategies and elements that support active learning in the classroom or at school. As a result, the learner is viewed in the theory as a distinctive individual with distinctive needs and backgrounds, and as such, he or she is considered to be an essential component of the learning process (Wertsch 1997). The notion holds that a teacher’s duty is merely one of facilitation, as they simply need to assist the students in comprehending the lessons’ subject matter. As a result, classes are frequently more discursive since learning activities are student-centered. The intention is for the students to engage fully and actively in learning-related activities (Bauersfeld, 1995). Therefore, the learners need to interact effectively with their environment—their family, school, and classroom—in order to be adequately motivated to learn.

In conclusion, social constructivists see learning as an active process in which students should be taught to understand principles, concepts, and facts for themselves, emphasizing the significance of fostering learners’ hunches and intuitive thinking (Ackerman 1996). People therefore construct meanings through their interactions with others and their immediate surroundings. Thus, knowledge is a human creation that is socially and culturally formed (Prawat and Floden 1994; Ernest 1991). As a result, in accordance with the theory’s argument, learning is a social process that neither develops our behavior passively nor only in our minds; rather, it shapes us through meaningful external forces like participation in social activities and interaction with our environment (home, school, and classroom), which is made up of both human and material resources.

1.2.2 Learning Methodologies

When planning and scaffolding students’ work in a constructivist environment, knowledge about learning styles—or how pupils like to understand and process information—was utilised. Because of its roots in experiential learning, which are closely related to constructivism, this study chose to apply Kolb’s cognitive learning style model (Kolb, 1984; Kolb & Kolb, 2005).

Based on the theories of John Dewey, Kurt Lewin, Jean Piaget, and Paulo Freire, experiential learning emphasizes interaction between the learner and the environment as students analyze and test concepts before integrating them.

Experiential learning is defined as the process of learning rather than the final product, the development of inquiry skills, the acquisition of knowledge rather than memorization, and the application of knowledge and skills in the context of relevant situations. Another tenet of experiential learning is that ideas change through time as a result of experiences, criticism, and reflection.

These concepts are essential to transformed practice and are a component of situated learning in sociocultural contexts, where students also critically assess, extend, and apply knowledge in both familiar and unfamiliar circumstances, as well as use knowledge to innovate in unfamiliar settings (Cope & Kalantzis, 2000). The four stages of the learning process include concrete experience, reflective observation, abstract conceptualization, and active experimentation, according to a learning style model linked to Kolb’s theory. Creating environments where students may engage with experience promotes experiential learning and knowledge creation.

1.2.3 Medley’s Teacher Effectiveness Model

Medley’s Model of Teacher Effectiveness is a further pertinent idea that underscores the significance of this investigation. It was first put forth by Medley in 1982. Nine components that make up the structure of a teacher’s effectiveness were found by the model. These are the factors listed:

The information, skills, and beliefs that a teacher is expected to have while beginning their professional training are known as pre-existing teacher characteristics. These traits are stable personality traits that are thought to be important for effective teacher performance but that teacher education programs cannot and should not attempt to develop in students who do not already have them (Medley, 1982). These traits include things like general intelligence or an interest in children.

Teacher competence is the combination of a teacher’s knowledge, skills, and beliefs that they bring to the classroom. These qualities make up a constant quality of the instructor that does not significantly alter as the teacher transitions from one circumstance to another (Medley, 1982).

The behavior of a teacher while instructing a class—both inside and outside the classroom—is referred to as teacher performance. It is explained in terms of the actions taken by the teacher (Medley, 1982).

The term “pupil learning experiences” relates to how students act while being taught. Since how much a student learns depends on what the student accomplishes (what experiences he or she has), this component, which is not a teacher trait, has a lot to do with how effective the teacher is. Any influence a teacher has on a student’s learning must originate from that student’s learning experiences (Medley, 1982).

The outcome of student learning is a direct effect of student learning experiences. After all, students actively engage in learning, which a teacher supports by creating opportunities for them to do so. When a teacher “teaches,” what they actually do is work to give the students specific learning opportunities or experiences that will help them attain the intended learning outcomes (Medley, 1982).

The process of assisting a teacher in becoming more competent, or in adding new competences to his or her repertoire, is known as teacher training. At the conclusion of pre-service preparation, a teacher has a combination of pre-existing teacher qualities and information, talents, and beliefs that they have learned during training (Medley, 1982).

The qualities of the school where the teachers work make up the external teaching context. How well a teacher succeeds in a given scenario depends on the external context and the qualities that teacher possesses. Variables that belong in this cell include the school’s physical and support infrastructure, the media and resources available to teachers, and the interaction between the school and the community (Medley, 1982).

The qualities of the class that the teacher teaches collectively make up the internal teaching context. The learning environment that students experience in that classroom is influenced by the internal context and the teacher’s performance. This cell contains variables that are influenced by the teacher’s effectiveness and the internal teaching setting, including class size, average ability, heterogeneity, ethnic makeup, and sociometric features (profiles). Finally, student learning experiences and unique student features lead to student learning results. As a result, all the factors that influence student performance must be taken into account when addressing student outcomes (Medley, 1982).

Individual student characteristics: These are the traits of particular students that determine the learning results of any specific learning experience that a student may have. Due to their differences in aptitude, interests, values, backgrounds, and other factors, two students will respond differently to the same learning situations (Medley, 1982).

In conclusion, the model shows that the teacher’s quality is influenced by both their history and their pre-existing traits in addition to the quality of their training. The effectiveness of the teacher and the internal teaching environment have an impact on the student’s learning experience. Finally, student learning experiences and unique student features lead to student learning results. Therefore, all of the factors that influence student performance must be taken into account when analyzing student outcomes.

1.3 A description of the issue

Most nations have placed a high focus on providing adequate education for children. But these kids don’t have the right to an education. Ololube (2006) stated that Nigeria is failing to provide our children with the proper education given the current state of affairs in the country’s education sector. Nigeria’s educational system has seen a lot of structural changes over the last 20 years. However, it is commonly overlooked that the majority of changes do not take into account providing our children with the best education possible, and initiatives intended to improve school effectiveness and quality are hindered by authorities. If Nigeria wants to be accepted into the world committee of nations, we cannot afford to be on the wrong side (Ololube, 2006).

Additionally, a variety of teaching strategies can impart knowledge and provide students with understanding during the learning process (Harris & Muijs, 2005; Ololube, 2005b). But do our teaching strategies activate the mental region in students from which insight emerges? For instructors to deliver high-quality instruction, there are various degrees of classroom competences they need possess (Creemers, 1994c). However, many of the teachers in our primary schools lack the majority of these qualities. The most regrettable aspect is that for a long time, the conventional image of our teachers as people who instruct children while standing in front of a classroom has been at odds. Because the majority of the tools for change that can improve academic brilliance are not readily available, friction and dissatisfaction have taken hold and successful learning is not happening (Stones 1966). All the stakeholders in education, including the government, teachers, parents, religious organizations, law enforcement officials, environmental agents, and the general public, are concerned about the detrimental consequences that students are having on their learning. The school, which is the main catalyst for change, must be mentioned in order for society to exist.

The aforementioned circumstances do not assure that there would be any improvement in academic achievement. It is unrealistic to anticipate significant improvements in student behavior, motivation, and achievement in the absence of adequate measures that can enhance education per excellence. It is hoped that understanding how classroom teachers’ pedagogical and behavioral competence affects the teaching-learning process will help dispel the myth that most primary school students, educators, and the general public have about academic excellence.

1.4 The study’s objective

This study’s goal was to determine how well primary schools in Lagos State Education District V’s classroom teachers’ pedagogical and behavioral skills affected the teaching-learning process. More specifically, it sought to determine whether or not:

1. The connection between a teacher’s pedagogical proficiency and their effectiveness as a teacher

2. the connection between students’ academic performance and instructors’ behavioral competency.

3. the disparity in academic achievement between students taught by teachers with low, moderate, and high levels of pedagogical competence.

4. the disparity between genders in educational activities.

1.5 Questions for research

The following research questions were posed in order to guide this investigation:

1. Does the quality of a teacher’s instruction depend on their pedagogical skills?

2. Is there a connection between students’ academic performance and instructors’ behavioral competence?

3. Do students who are taught by teachers who exhibit ineffective, moderately effective, and highly successful pedagogical competence differ significantly in their academic performance?

4. Are there any appreciable differences between the genders in instructional activities?

1.6 Research suppositions

In this investigation, the following hypothese were put to the test.

1. Teaching effectiveness and pedagogical proficiency do not significantly correlate.

2. Academic achievement of students and instructors’ behavioral skills are not significantly correlated.

3. Academic performance of students taught by teachers demonstrating ineffective, moderately effective, and highly effective pedagogical competence does not differ significantly from one other.

4. Gender differences in instructional activities are negligible.

1.7 Importance of the research

The Ministry of Education will benefit from this study’s useful practical information on primary education, as well as its intellectual and literary contributions to the literature on the connection between classroom teachers’ pedagogical and behavioral competence and teaching effectiveness. This study’s aim to support curriculum development experts and national policy makers who create teacher-training policies for elementary schools is another contribution. The study examines teacher competency, or the pedagogical and behavioral skills of the classroom teacher, and its influence on performance in a very particular environment while taking into account Amuwo odofin’s reality, including the local conditions and the child’s developmental stage. The study offers a competency model that might serve as the foundation for developing teacher-training policies and designing and implementing teacher-training curricula. The study offers a blueprint for an integrated approach to building teacher competence in teacher preparation programs. It is envisaged that the creation of this model would add to the body of knowledge on how to improve teacher competency in institutions that train teachers.

1.8 Study’s range of inquiry

The study was limited to examining the impact of classroom teachers’ pedagogical and behavioral competency on the teaching-learning process in the district’s private and public elementary schools. It was carried out in Lagos State Education District V. Ten (10) primary schools—44 public and 84 private—were utilised.

1.9 The study’s limitations

Because primary schools are where the teacher’s influence is most noticeable, the study was limited to these settings. Additionally, classroom observation and knowledge testing are the greatest ways to evaluate a teacher’s proficiency and effectiveness. However, because this research was conducted as a secondary study, it was not able to watch actual classroom activities. Another barrier to the study’s success was teachers’ and students’ unwillingness to provide accurate, thoughtful responses to the questionnaire that was given to them.

1.10 Terms and Definitions

1. Competence: This word refers to abilities or expertise that provide excellent results. These are created by a person’s or an organization’s knowledge, skills, and abilities and serve as a framework for differentiating between average and outstanding performance. At the organizational, individual, team, vocational, and functional levels, competence is applicable. Competencies are unique skills or traits that are essential for productivity in work.

2. Teaching competence is the appropriate application of information, skills, and abilities to situations. If a teacher has the necessary information, skills, and convictions and brings these to the classroom, then they will be able to transmit content in a more effective way. These qualities make up a consistent trait of the teacher that does not significantly alter as the teacher moves from one scenario to another.

3. The behavior of a teacher while instructing a class—both inside and outside the classroom—is referred to as teacher performance. The definition emphasizes the teacher’s actions.

4. The term “teacher effectiveness” refers to the outcome a teacher achieves or the rate at which students advance toward a given educational objective. It is described in terms of the actions of the students.

5. Pedagogical competency can be summed up as knowing how to do something and possessing the necessary skills and knowledge to perform a task. In terms of instruction, pedagogical competence is defined as the teacher’s capacity to adopt efficient working practices, analyze the task at hand, start the process, complete the task, and assess one’s way.

6. Behavioural competence: These are skills that teachers demand in terms of behavior. It can be interpreted as an outward manifestation of a teacher’s self-perception, personality qualities, and motivations.