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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