THE IMPACT OF TEACHERS AND PRINCIPALS QUALIFICATION ON THE PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN ECONOMICS
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THE IMPACT
OF TEACHERS AND PRINCIPALS QUALIFICATION ON THE PERFORMANCE OF SENIOR SECONDARY
SCHOOL STUDENTS IN ECONOMICS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
It is
imperative to enunciate the nature and trend of educational progress in any
developing country. Education is a systematic intellectual and moral training,
geared towards obtaining knowledge, development of character and also mental
development that will ensure human survival. This becomes a reality through
effective teaching and learning. The performance of students in school greatly
depends on the ability and capacity of the prospective teachers and the school
administration.
Hence, an
efficient, reliable and courteous teacher equipped with professionalism,
creative imagination, costly ingenuity and depth of experience is a necessity
for optimal performance in the 21st century.
The
differential scholastic achievement of students in Nigeria has been and is
still a source of concern and research interest to educators, government and
parents. This is so because of the great importance that education has on the
national development of the country. All over the country, there is a consensus
of opinion about the fallen standard of education in Nigeria (Adebule, 2004).
Parents and government are in total agreement that their huge investment on
education is not yielding the desired dividend. Teachers also complain of
students’ low performance at both internal and external examination. The annual
releases of Senior Secondary Certificate Examination results (SSCE)
conducted by
West African Examination Council (WAEC) justified the problematic nature and
generalization of poor secondary school students’ performance in different
school subjects.
The National
Policy of Education states, “No Education system can rise above the quality of
teachers in the system” (Fgn, 2006). Orgunsaju (2004), states that the academic
standard in all Nigerian educational institutions has fallen considerably below
societal expectations. Blumende (2001), corroborated this view when he reported
that the decline in the quality of education cannot be ignored by anyone who is
aware of the significant role of education as an instrument of societal
transformation and development. There is a need to focus on teachers’ adequacy
and competency in respect to their pedagogical practices and strategies and
mastery of the curriculum and subject content (Chall & Popp, 1990; Stuart,
2004; Rodgers, 2001). In support of the aforementioned scholars, Ekwesili
(2006), institutionalized the Private Public Partnership (PPP) and School Based
management Committee (SBMC) to manage secondary education and to promote school
effectiveness since students’ success depends on the amount of learning that
takes place in the classroom and other related how effective and efficient the
teacher performs in schools. Ijaiya (1998), concurred and opined that improving
the quality of the teaching force in schools is seen as the key to raising
student achievement. Thus, raising educational standards should be the
government’s number one priority. Similarly, Lassa (2000), and Guga (1998),
claimed that education cannot be provided by just anybody, it requires a
teacher who plans and
delivers the
lessons or instruction in such a way that objectives can be achieved. An
uncertified teacher cannot prepare students for WASCE/GCE because it is
unlikely that they could pass. Corroborating this,,. Owolabi (2007), stated
that government should find all possible means to retain veteran and
experienced teachers who are still willing to serve so that they can contribute
their wealth of experience to improving the system. The Baguada Seminar Reports
on Quantities and Qualities in Nigerian Education (NERC, 1980) as cited by ESA,
(2005) also shared the consensus that
teachers are the main determinants of quality in education: If they are
apathetic, uncommitted, uninspired, lazy, unmotivated, immoral, and
anti-social, the whole nation is doomed. If they are ignorant in their
disciplines and thus impart wrong information, they are not only useless but
dangerous. Therefore, the kind of teachers trained and posted to schools may
well determine what the next generation will be like. Based on the
aforementioned statement, this study examined the relationship between the
quantity and quality of teachers/the relationship between the quality and
quality of teachers/principals and students’ academic performance in economics.
Abraham and
Keith (2006), used a questionnaire as the basis for constructing an index of
school effectiveness. Their findings revealed that teachers were the key
drivers of internal school conditions for effectiveness, development and school
change. Ibitoye (2003), discovered that there is a significant relationship
between enrolment, utilization of classrooms provided for teachers, the
teaching of learning activities and students
academic
performance. In the same way, Akpofure and N’dipu, (2000), reported the need
for schools to maintain a manageable carrying capacity in utilization of
classrooms, libraries and laboratories for effective teaching and learning. To
them, this will pave the way for quality assurance in schools. A similar study
by Aduwa (2004), on determinants of students’ academic success, reported that a
student’s home environment, their cognitive abilities, self-esteem,
self-concept, (2005), contended that the provision of all these factors may not
have significant principals, teachers and other school teams. Also Ehrenberg
and Brewer 1995), and Ferguson (1991) asserted that students learn more from
teachers with strong academic skills. According to these researchers, teachers’
assignments depend on their qualification of the subject (s) being taught.
Middle and high school students learn more from teachers who hold Bachelor’s or
Master’s degrees in the subjects they teach and from experienced teachers than
they do from less experienced ones (Darling-Hammond, 2000).
In a study
on human resource and organizational achievement, Egungun (1992) found that the
placement of only the right employees in the right jobs, at the right time and
places assist greatly in attainment of organizational set goals and objectives.
Different
studies showed that the most important resource input in the school is teacher
quality (TQ) that predicts student achievement. The economists, who measure the
effect of TQ on student learning and achievement, provide evidence of the
importance of teaching. Researchers look for he teachers’ effectiveness as a
determining factor for student achievement. An effective teacher will have
students with a good test score. In this way, the researchers isolate the
effect of TQ from that of other factors that may affect student achievement.
TQ has an
important role in student achievement as Goldhaber (2003) stated that:
Teachers
clearly play an important role in shaping the future of individuals as well as
of entire generations and in recent years, new research has demonstrated the
dramatic effect that teachers can have on the outcomes of students from all
academic and social backgrounds.
1.2 STATEMENT OF THE PROBLEM
The annual
release of SSCE results conducted by the WAEC justified the problematic nature
and generalization of poor secondary school students’ performance in different
school subjects including economics. In the just concluded SSCE examination,
WAEC made known that only 20% of students passed five (5) compulsory subjects.
Adebule (2004), stated that all over the country, there is a consensus of
opinion about the fallen standard of education in Nigeria. Parents and
Government are in total agreement that their huge investment on education is
not yielding the desired dividend. Morakinyo, (2003) believe that the falling
standard of academic achievement is attributable to teachers’ non use of verbal
reinforcement.
So
therefore, it is observed severally that senior secondary school students pay
less attention to elective subjects i.e economics and teachers’ attitude
towards changing this view in students through their prospective skills, method
of teaching and level of experience is poor.
1.3 PURPOSE OF THE STUDY
The purpose
of the study is to examine the impact of teacher’s educational qualification on
the performance of senior secondary school students in economics. Specifically,
the objectives of the study are:
· To Examine the impact of teacher
quality on the academic achievement of secondary school students in economics.
· Determine the qualities that make up a
good economics teacher.
· Examine the roles of economics
teachers in improving students’ performance.
· Examine the relationship between
economics teachers teaching method and students performance.
· Suggest for educational planners and
policy makers in the state teaching service commission.
1.4 RESEARCH QUESTIONS
· What is the level of teacher’s
contribution towards student’s performance in economics?
· What are the qualities that make up a
good economics teacher?
· What is the level of teachers increase
in the performance of senior secondary school students in economics in this
present millennium?
· What is students’ perception on their
poor academic performance and teacher’s methods of teaching?
· How can educational qualities of
teachers lead to students’ performance in economics?
1.5 RESEARCH HYPOTHESIS
The research
seeks to test the following null hypotheses and make decisions on their outcome
based on the data that will be gathered.
H0: Teacher qualities have no strong influence
on academic achievement of senior secondary school students.
H0: There is no significant difference between
teachers’ years of experience and student’s academic performance in economics.
1.6 SCOPE AND DELIMITATION OF THE STUDY
The research
study will look at the impact of the teachers to the performance of senior
secondary school students in economics.
Because of
time constraint, This study will be delimited to the research design in the
five (5) randomly selected secondary schools in yaba local government area of
Lagos state, namely, Lagos city college, kings college Lagos, queens college,
eletu odibo secondary school and our lady of Apostle school, Yaba.
Out of the
five randomly selected schools, fifty (50) students offering economics will be
randomly selected in all.
Research
instrument will be the questionnaire, while a non-parametric test will be used
to present the data.
1.7 SIGNIICANCE OF THE STUDY
The findings
of the research work will be of help to teachers, students, school management
and educational planners as well as the entire society. It will guide the
school management on what qualities and qualifications to look for in
recruiting facilitators. It will also give teachers an insight into what is
expected of them. Also, these findings can be used to guide educational
planners about the need for qualified economics teachers to facilitate
effective teaching and learning in secondary schools.
1.8 DEFINITION OF TERMS
The
following terms were define according to the circumstances of their usage.
Teacher
qualification: This refers to the level of academic achievement of a teacher
beginning from the level of teachers training to the level of in-service
training.
Student
performance: This refers to the ability and capacity of the student to achieve
an educational aim.
Economics:
Economics is a science of allocation and distribution of scarce means to
satisfy human unlimited wants.
Teacher
education: This refers to a means through which prospective teachers are
trained to teach.
Human
resources management: It is a means of supervising, directing and controlling
the numbers of people who have skills, educational and experience that are
critical for the socio-economic development of a country.
Educational
planning: This is a proposed intention at achieving educational aims and
improving teaching and learning.
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