THE INFLUENCE
OF TEACHERS’ FACTOR ON STUDENTS’ ACADEMIC PERFORMANCE
A BSC RESEARCH
PROJECT
DEPARTMENT OF
EDUCATION MANAGEMENT
2014
CHAPTER ONE
INTRODUCTION
1.1
Background
to the Study
According to Abott (1994) the quality
of any educational system is dependent on the quality of its teachers. Teachers
play a vital role in student’s academic performance. Oshunkoya (2008), if
educational goal are to be achieved, there is the need for teachers to be
involved in decision making process and in the development of curriculum
contents. They should also be recognized and involved in other school-based
governance activities. According to Ajayi (2007) the buildings, facilities and
programmes designed for educating the pupil will be to n o avail if the
teachers are of a poor quality. The teacher is the most important resource in
the education function for it is the teacher that decides to set the
teaching-learning environment in a way that will enhance student’s learning.
Ogunsaju (2006) emphasizes that the
ministry of education demand a very high measure of loyalty, dedication,
hardwork and commitment from its teachers. High motivation enhances
productivity hence, the teachers pay, benefits and supportive working
conditions should be taken into consideration because these affect their career
decision and improvement of educational system. In order to make teaching and
learning effective teachers should be well motivated in order to achieve high
students’ performance.
According to Ajayi (1984) for any
educational organization to sustain itself over a period of time and for
efficiency and effectiveness to be maintained, it must be concerned with
attracting and retaining it’s teachers and ensure the faithful performance of
their duties. Adeyanju (2011) states then the decline of educational sector or
system is as a result of factors ranging from the shortage of all teaching
resources to proper motivation of teachers. Teachers are unhappy, dissatisfied
and unmotivated and this has in no doubt translated into students’ low morale
and in turn hamper their academic performance.
Performance of students in Nigeria
educational system has remained the main source of information about students’
academic performance in secondary schools. Using the information gathered from
this source, various observes usually comment that the standard of education or
students’ academic performance in Nigeria is continuously falling every year
(Falojayi; 1998). A cursory look at the senior secondary school certificate
examination in the last five years shows a gradual decline in students’
academic performance many people have wondered what would be responsible for
this, Durotoye (2006).
1.2 Statement
of the Problem
The inability to achieve high
academic performance on the part of students has made philanthropist,
stakeholders, parents and the government to have serious concern for students’
academic performance. Students’ inability to perform very well in public examination
will jeopardize the educational system in Nigeria. Tenibiade (2009) and
Deminiwei (2009) also note that despite all the efforts of the stakeholders in
educational to revamp the quality of teaching personnel, the poor academic
achievement of students’ keep increasing by years and this would lead to
shortage of professionals in various field. This study is thus designed to
examine the influence of teachers’ factor on students’ academic performance.
1.3
Research
Question
1. Is there any significant influence of
teachers’ age on students’ academic performance?
2. Is there any significant influence of
teachers’ sex on students’ academic performance?
3. Is there any significant influence of
teachers’ qualification on students’ academic performance?
4. To what extent can the teachers’ age,
sex, experience and qualifications relate to students’ academic performance in
secondary school?
1.4 Purpose
of the Study
The purpose of the study is to
investigate the influence of teacher factors on students’ academic performance
in secondary school in Ijebu-Ode Ogun State. The purpose would also pin-point
the relative effect of those factors on students’ academic achievement.
1.5 Scope of
the Study
The
study covered public secondary schools and teachers in Ijebu-Ode Local
Government Area of Ogun State. The study will consider the age, sex,
qualifications and experience of the teachers out of various teacher factors.
This research will also focus on five secondary schools in Ijebu-Ode Local
Government Area out of all the 56 secondary schools in Ijebu-Ode.
1.6
Significance
of the Study
This research work would be at great
importance to teachers, principals, educational policy makers, curriculum
developers, students and the entire society at large. It will have a unique
advantage of providing the curriculum developers, educational administrates and
government with the knowledge of teachers’ variables that are related to
students’ academic performance for the purpose of enhancing improvement in our
educational system.
The result of the study will enable
teachers appreciate the need for further studying in education and other
personal development which will enhance the improvement of the quality of
education. The study will also help to educate various governments on how to
structure benefits and working conditions of teachers to meet their basic needs
of life and also enhance students’ academic performance in order to ascertain
high productivity and activities in our secondary schools.
1.7
Operational
Definition of Terms
Teacher factor: These refer to some variables that are inherent in teachers which include
age, sex, experience and academic qualifications.
Students’ Academic Performance: This is the score of students in a given test in year
2011/2012.
Secondary school: is the post primary school education received by pupils from age
11years old to 16years of age and it’s given before tertiary education.
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