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TEACHERS’
CHARACTERISTICS AND STUDENTS’ ACADEMIC ACHIEVEMENT IN GOVERNMENT
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is
widely regarded as a basic human right, a key to enlightenment, and a source of
wealth and power (Mugenda and Mugenda, 1999). Education is critical to
industrial and technological development, with the history of developed nations
bearing records of this, developing nations aspiring to realize the same status
have to put a premium.
According to
Boit, Njoki and Chang’ach (2012), the purpose of education is to equip the
individuals to reshape their society and eliminate inequality. In particular,
secondary school education is an important sector in national and individual
development. It plays a vital role in creating a country’s human resource base
at a level higher than primary education (Achoka, Odebero, Maiyo and Mualuko,
2007).
Provision of
quality secondary education is therefore important in generating the
opportunities and benefits of social and economic development (Onsumu, Muthaka,
Ngware and Kosembei, 2006). One of the indicators of quality of education being
provided is cognitive performance of learners (UNESCO, 2005). Levin, Wasanga
and Somerset (2011) reported that the academic performance of students at
secondary school level is not only a pointer of the effectiveness of students
but also a major issue that depends on teachers characteristics.
Yusuf and
Adigun (2010) noted that the performance of students in any academic task has
always been of special interest to the government, educators, parents and
society at large. It has been proved that teachers have an important influence
on students’ academic achievement. They play a crucial role in educational
attainment because the teacher is ultimately responsible for translating policy
into action and principles based on practice during interaction with the
students (Afe, 2001).
Wright, Horn
and Sanders (1997) posit that the most important factor influencing student
learning is the teacher’s characteristics. Teachers stand in the interface of
the transmission of knowledge, values and skills in the learning process. If
the teacher is ineffective, students under the teacher’s tutelage will achieve
inadequate progress academically (Lydiah and Nasongo, 2009). This is regardless
of how similar or different the students are in terms of individual potential
in academic achievement.
A teacher is
the bridge that makes teaching and learning effective. The teacher is thus the
builder whose performance depends on adequate qualification, gender, experience
and preparation. This adequate knowledge and experience could be attained or
achieved by acquiring additional knowledge that will stimulate his/her
communication in teaching for efficiency (Oyedeji, 2000). That is, teachers’
attitude, personality, quality, effectiveness, academic qualification,
experience and gender of a teacher enhance or determine his/her performance. It
could also be noted that the level and quality of education attained by the
teacher determines the characteristics exhibited vis-à-vis the performance of
the students. Hence, this study investigates the effects of teachers’ characteristics
on students’ academic achievement in Government.
1.2 Statement of the Problem
Several
researchers have attempted to investigate the link between teacher’s
characteristics andacademic achievement, leaving behind gaps that needed to be
filled. Prior studies had different independent variables and were conducted in
different contexts which justify the need for the proposed study.
Many schools
whether public or private in Nigeria engage unqualified teachers and tutors who
lack the requisite characteristics in terms of academic competence and training
needed to transfer knowledge to their students. These teachers who ought to be
the catalyst for learning and aiding academic performance in students have
become a cog in the wheel of academic progress in the Nigerian educational
system.
Parents
while being worried by the under-achievement of their children and wards in the
senior secondary school government often blame the school authorities for
engaging under-qualified teachers, with little or no teaching experience. It is against this backdrop that this
research seeks to examine the effects of teachers’ characteristics on students’
academic achievement in government.
1.3 Purpose of the Study
The general
objective of this study is to examine the effects of teachers’ characteristics
on students’ academic achievement. Other specific objectives of this study are:
· To explore the relationship between
teachers qualifications and students academic achievement.
· To find out the link between teachers’
gender, status and students’ learning outcomes.
· To examine the effects of teachers’
experience and status on students’ academic performance in senior secondary.
1.4 Research Questions
The
following questions were answered in the study:
1. Does teachers’ qualification have any
effect on students’ academic performance in government?
2. What is the nexus between teacher’s
gender and students’ learning outcomes in government?
3.Is
teachers experience a significant predictor of students academic performance in
senior secondary in government?
1.5 Research Hypotheses
The
following null hypotheses were tested in the study:
HO1There is
nosignificant relationship between teachers qualifications and students
academic performance in government.
HO2There is
nosignificant effect of teacher’s gender on student learning outcomes in government.
HO3 Teacher’s experience is not a significant
predictor of students’
academic performance in senior
secondary school in government.
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