TEACHER PREPARATION, PROFESSIONAL DEVELOPMENT AND STUDENTS’ ACADEMIC PERFORMANCE IN SOME SELECTED SECONDARY SCHOOLS IN EDUCATIONAL DISTRICT
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TEACHER
PREPARATION, PROFESSIONAL DEVELOPMENT AND STUDENTS’ ACADEMIC PERFORMANCE IN
SOME SELECTED SECONDARY SCHOOLS IN EDUCATIONAL DISTRICT
ABSTRACT
The study
attempted to examine the relationship between teacher preparation, professional
development and students’ academic performance in selected secondary schools in
Ikeja Local Government Area of Lagos State. In the study, relevant and related
literature was reviewed under sub headings. The descriptive research survey
design was applied in the assessment of the respondents’ opinions, with the use
of the questionnaire and the sampling technique. In this study, two hundred
respondents were selected randomly through the application of the stratified
random selection method to represent the entire population of the study.
Five null
hypotheses were formulated and tested with the use of the Pearson Product
Moment Correlation Coefficient tool at 0.05 level of significance. Results
indicate that: a significant relationship exists between teachers’ mastery of
content and students’ academic performance in the school, a significant
relationship exists between teachers’ teaching method and students’ academic
performance, teachers’ educational qualification had a statistically
significance relationship with students’ academic performance, there is a significant
relationship between teachers’ years of teaching and students’ academic
performance and it was revealed that a significant relationship exists between
teachers’ attitude and students’ academic performance. The following
recommendations were made by the researchers at the end of the study, teachers
should always endeavour to teach well in the school, knowing that, they are the
people that are responsible for the moulding and changing the characters of the
children in the school. and students should be responsive to their teachers'
instruction.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Before one
becomes a teacher, a studious stage is passed through. For instance Uzor (2006)
agrees that a teacher passes through the teacher-training college or the
University to become a trained teacher. According to Uzor, the essence of a
teacher going through rigorous teacher-education or training, is to fortify or
arm him/her with the skill, the ability and expertise that are inherent in the
teaching process. As Onyeji (2007) puts it, teachers are specially trained in
order to acquire the skill of teaching (i.e. mastery of content) and (mastery
of methodology). The teacher, who is trained and experienced, equally knows how
to manage the classroom and how to deliver the objectives of what is taught in
the classroom. At any stage or school level, a teacher requires to acquire
cognate experience and training to effectively deliver the good appropriately
as a professional.
The teacher
occupies a very important position in any school system. According to Akande
(2005), teachers’ work is very crucial because without the teacher, there will
be no president, the governors, senators and illiteracy would have covered the
whole earth. With the teacher, there is enlightenment, knowledge and
civilization in the world. No nation can rise above its teachers. Therefore, the
teaching profession is important because it is the job that produces educated
and learned people for the development of the society (Wuji, 2005).
For the
teacher to effectively handle any subject well and effectively, preparation is
needed. This could be in terms of reading through what is to be taught, writing
note of lessons, doting appropriately all ‘it’s and all ‘it’s, in order to
deliver the lesson and for the students to maximize the objectives of what has
been taught. According to Arinze (2004), effective teacher preparation comes as
a result of previous professional development the teacher had undergone. This
culminates from the strict education the teacher has received which had helped
him to master the nitty gritty of the arts of teaching and classroom management
(Greenfield, 2006). Greenfield observes that both the preparation and
professional development of a teacher give the teacher the impetus and academic
authority to effectively teach in the classroom and by extension, the effective
learnability of the students. Greenfield is of the opinion that effective
teaching as a result of preparation and professional development result in
effective students’ academic achievement in any subject-matter, at any school
level (primary, secondary and tertiary institutions).
A teacher
gets prepared to teach by getting professionally developed. For instance
Arisekola (2007) opines that, there are some stages of preparing or developing
a teacher to get him ready for the classroom job of teaching and learning. At
the primary school, the teacher receives the Nigerian Certificate of Education
(NCE) to teach at the basic level, for the secondary school, the teacher
receives the degree or certificate of Bachelor of Arts in Education (B.A.Ed);
or Masters in Education (M.Ed), while for the tertiary institution, the Doctor
of Philosophy (Ph.D) degree is required for the teacher to effectively teach.
The above degrees or certificates enable the teacher to carry out the teaching
work without let or hindrance, and for the students to learn with high academic
achievement (Nkemjika, 2000).
A teacher
needs to be developed professionally through the teacher-educational programmes
that are available in the Nigerian higher institutions. According to Lawal
(2002), a teacher is said to be effectively developed and professionally
competent when he/she is specifically trained or educated in order to train
others (the learner(s). Not only knowing how to educate the learner(s), the
teacher who is professionally developed, has some personality variables that
distinguish him/her from a non-professional, non-trained teacher. Leon (2004),
says that a non-professional teacher is a ‘cheater’, because he does not know
how to teach and as such, the learner learns poorly under a non-professional,
non-trained teacher’s tutelage.
Teaching
begets learning. Trained teachers who are professionally sound, produce
students who are academically sound. The primary goal of a teacher is for the
student to have high academic laurel and to excel in his educational career.
Adeleke
(2006) is of the view that teachers’ performance is determined by the
performance of the students at the end of any examination or test in the class.
Highly trained, prepared, professional developed and experienced teachers
produce students that are excellent in academic and characters be it at the
primary, secondary or tertiary levels of any educational system. A student is
said to have performed well if he/she scores 60% and above in any examination
organized by the school at the end of any school year or session.
A
traditional assumption in teaching has been that students require challenging
learning tasks, tasks of intermediate difficulty. This idea has been disproved.
Research shows that students need and enjoy very high success rates, which come
only from tasks at an appropriate difficulty level that are clearly taught and
readily comprehended. For example, Good and Good (2001) and Everton, (2003),
found that high socio-economic status elementary children learned best when the
teachers’ questions elicited about 70% correct responses, while low
socio-economic status pupils learned best with about 80% correct answers to
questions. They concluded that learning proceeds best when the material is some
what new or challenging, yet relatively easy for children to understand and
integrate with existing knowledge and skills. Another study concluded that for
younger students and less able students, almost errorless performance during
learning produces better achievement and greater satisfaction (Filby, 2005).
In effective
schools, monitoring of students progress takes place at all levels. Effective
teacher’s monitor minute-to-minute comprehension, success and engagement rates
along with the longer term achievement records of every student. Effective
principals monitor achievement scores for individual students, classes, grade
levels. Improvement minded superintendents also monitor average achievement
scores for their classes and schools, comparing them with schools in other
districts and with national average (Boot 2003). Whatever level or form,
monitoring of students’ progress takes effective school administrators and
teachers of note to use the achievement information as the basis for
modifications of teaching and or school wide improvement plans.
1.2Statement
of the Problem
The problem
inherent in the teaching and learning process, is as a result of teacher –
factor. For instance, the academic performance of students are affected
negatively, when teachers do not possess the necessary mastery of the content
or possess poor teaching method. Also, teachers’ negative attitudes, poor
personality, inexperience, poor classroom management, poor personal hygiene,
poor teacher – student relationship, lack of communicative skills and poor
judgments in the classroom, contribute greatly to the poor academic achievement
of students in the school. Not only that, many teachers are lazy and therefore,
find it difficult to prepare themselves before appearing in the classroom. This
has caused them to be poorly exposed to the course materials and deficiency in
the mastering of what to teach. By extension, this has caused the great
down-ward trends of the quality and educational standards in Nigerian school
system.
Many
teachers who teach in primary, secondary and tertiary institutions these days
are “cheaters”, because they do not possess the required professional skills,
the required cognate experience and the training that is innate in effective
classroom teachers. So lack of training and professional development, are
factors militating against high academic performance by students in the
Nigerian school system.
The above
problems, gave rise to the examination of teacher – preparation, professional
development and students’ academic achievement in some selected secondary
schools in school district IV, Ikeja, Lagos
1.3Purpose
of the Study
The purpose
of this study is to examine the teacher – preparation, professional development
and students’ academic achievement in some selected secondary schools in school
district IV, Ikeja, Lagos.
The specific
objectives of this study are amongst others to:
(1) find out whether teachers’ mastery of
content affects students’ academic performance.
(2) examine the difference between
teaching methods and students’ academic performance.
(3) investigate whether there is
difference between teachers’ qualification and students’ academic performance.
(4) find out whether there is difference
between teachers’ experience and students’ academic performance.
(5) examine whether teachers’ attitudes
influence students’ academic performance in school.
1.4Research
Questions
Based on the
background information and statement of the problem of the present study, the
following research questions will be raised to guide the study:
1. Will teachers’ mastery of content
affect students’ academic performance?
2. Is there any significant difference
between teaching methods and students’ academic performance?
3. Is there any significant difference
between teacher’s educational qualification and students’ academic performance?
4. Is there any difference between
teacher’s experience and students’ academic performance?
5. Will teacher’s attitude influence
students’ academic achievements?
1.5Research
Hypotheses
On the basis
of the problem stated earlier, four null hypotheses will be postulated:
H01: There will be no significant relationship
between teacher’s mastery of content and students’ academic performance.
H02: There will be no significant relationship
between teaching method and students’ academic performance.
H03: There will be no significant difference in
student’s academic performance due to teachers’ educational qualification.
H04: There will be no significant difference
between teachers’ years of teaching and students’ academic performance.
H05: There will be no significant difference
between teachers’ attitude and students’ academic performance in the school.
1.6Significance
of the Study
This study
will be of great benefit to the following:
(1) Teachers: They would benefit from the
findings and recommendations of this study because it will give them an insight
on how to carry out their jobs in the school. It will enable teachers to be
more productive in doing their daily job of teaching and learning. With this
study, many teachers would be-oriented in the art of teaching knowing fully
well that the way they teach will affect students’ academic achievement in
schools.
(2) Students: They would benefit from the
study because it will help them to have the understanding that their teachers
required to be an exemplary one, if his/her teaching experiences would be of great
benefit to the child or the student. With the findings and the recommendations
of this study, students would be able to identify teachers who “cheat” and real
teachers of note in the school system. with this study also, students would be
able to know that they need to be taught by trained and experienced teachers if
they would put up high performances in their academic careers.
(3) Parents: They would learn that the
careers of their children hang in the balance, if they are being coached by unprofessional,
inexperienced teachers. With this study, parents would be able to know that
there is a great difference between the academic achievement of students who
are taught by well trained teachers and those taught by non-trained,
inexperienced teachers.
(4) Society: The society will be able to
understand the difference in the academic performance of children taught by two
types of teachers (the trained and the untrained) in the school system. This is
because the society benefits if the children are well brought up by a well
trained teacher. Students will be well behaved apart from the exhibition of
high academic achievement, and this will better the lots of the society.
1.7Scope of
the Study
This study
will cover the teacher – preparation, professional development and students’
academic achievement in some selected secondary schools in school district IV,
Ikeja, Lagos.
1.8Limitation
of the Study
This study
will be limited to the examination of the teacher – preparation, professional
development and students’ academic achievement in some selected secondary
schools in school district IV, Ikeja, Lagos. Time, finance, shortage of
necessary materials and other logistics will pose a hindrance to the successful
conclusion of this study.
1.9Definition
of Terms
1. Education: Education is derived
from the Latin word “educare” which means to draw out. Education is therefore
defined as a process of drawing out and developing the potentialities of an
individual.
2. The School: The school is one of
the chief agents of education. It is a formal and a planned institution with
rules and regulations established for educating the young and charged with the
responsibility of transmitting the cultural heritage of the people by showing
knowledge and its appreciation as well as adherence to its norms.
3. Teaching: Hyman (1990) sees
teaching as the art and practice of imparting to a learner knowledge, skills,
values and norms that will be useful to the total development of the
individual.
4. Training: This refers to giving a
course of specific instruction or practice to a learner with the purpose to
shape, develop or acquire appreciable habits.
5. Instruction: Ofoegbu (2001) sees
instruction as causing someone to know or be able to do something. It is also
giving a group of people some specific knowledge or skill within or outside a
school environment through observation, discovery and experience.
6. Indoctrination: This is a process in which
the learner is compelled to accept a set of ideas without questioning.
7. Coaching: This involves teaching,
training, instructing or advising an individual or persons in a particular area
of subject in which a student is deficient.
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