The Effect Of Teacher Effectiveness On The Academic Achievement Of Junior Secondary Schools In English Language In Enugu Education Zone, Enugu State

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The Effect Of Teacher Effectiveness On The Academic Achievement Of Junior Secondary Schools In English Language In Enugu Education Zone, Enugu State


Abstract


This study investigated teacher related factor as a correlates of teachers’ academic achievement in junior secondary Schools in in English Language, in Enugu Education Zone. Three research questions were answered and two hypotheses were tested in this study. The population for the research was made up of all the junior secondary schools in English Language in Enugu Education Zone, Enugu State. The research design adopted was descriptive. The total number of 100 respondents selected from four secondary schools in English Language of Enugu Education Zone. A total of 100 copies of the questionnaire were distributed to the respondents with the aid of two (2) trained research assistants. The personal data in the study was analyzed with simple percentage while the assumption was tested with inferential statistics of standard deviation. The study revealed that teacher’s qualifications are significantly related to academic achievement; there is a significant relationship between teachers’ experience and academic achievement. The study revealed that there is a significant relationship between teachers’ economic status and academic achievement; the study further revealed that there is a significant relationship between teachers’ mode of instruction and academic achievement. Based on the findings from the study the following conclusions were drawn that the study vividly showed that professional qualification of teachers is the major variables affecting students’ performance in mathematics among the junior secondary school in English Language, Enugu Education Zone, Enugu State. Recommendations were made on the basis of the findings of this study which include the following: A professional body or association should be empowered to regulate entrance into the teaching occupation and control ethical conducts of members. The body must be autonomous and operate as such. The Teachers Registration Council Enugu State (TRCE) should be empowered financially and legally to play this role. Society and teachers should be reoriented to see teaching as prestigious job with high social status. This implies that good condition of service must be put in place for teachers and they should be properly remunerated. In-service training, collaboration, workshops and ICT training should be encouraged by government for teachers. These would enable neophyte teachers to become professionals as well as upgrade the knowledge of existing professional teachers. Seminars and conferences should be organized to reorient leaders and members of teachers’ unions at all levels to stop discriminating against themselves. It is therefore imperative that teachers at all levels put on a common front to professionalize teaching in Enugu State.


Chapter One


Introduction

1.1 Background to the Study

Education is very important human activity. It helps any society fashion and model individuals to function well in their environment. According to Boit, Njoki and Chang’ach (2020), the purpose of education is to equip the citizenry to reshape their society and eliminate inequality. In particular, secondary 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, 2007).

The teacher is a key facilitator of knowledge and plays a vital role in nation building. Teaching is a highly noble profession and teachers are positive influence to the society. The teaching acts of a teacher are meant to instill confidence in the youth so that not only while as students but also throughout their lifetime they could acquire relevant knowledge whenever they need it. The teacher’s job is therefore to show what to study, to challenge the students by setting high standards and to criticize in order to spur to further achievement, to help surmount blind spots and to evaluate each student’s progress in terms of valid objectives. Therefore, teachers have to adopt several strategies in their teaching in order to be effective in their jobs.

The teacher is the pivot of any education system. In fact, teachers are the strength of a nation. Teachers continue to retain their influence and it is difficult to bypass them in the process of teaching learning. The importance of teacher is recognized throughout the world (Panda & Mohanty, 2013). Good teachers are essential for the effective functioning of education system and for improving the quality of learning process.

Teachers develop performance style characteristics to their ways of relating to the world, perceptually as well as cognitively. A person is therefore, likely to act in a way that maximizes the use of his aptitudes. Similarly, teacher’s positive attitude towards teaching and higher aspiration level determines his positive perception of the environments.

An effective teacher development design should have an exhaustive measure of aptitude, subject mastery, teaching methodology, etc so as to foster necessary skills and attitudes amongst prospective teachers.

There are many factors that influence the teachers’ effectiveness on academic achievement such as aptitude, attitude, subject mastery, teaching methodology, personal characteristics, the classroom environment, general mental ability, personality, relations with students, preparation and planning, effectiveness in presenting subject matters, relations with other staff, self-improvement, relations with parents and community, poise, intellect, teaching techniques, interactions with students, teaching competence demonstrated, motivational skills, fairness in grading and teachers’ attitude toward the students etc (Swartz, 1990)

Esan (2011) evaluated teachers’ performance on four categories of teaching behavior, namely, intellect, teachers’ personality, teaching techniques and interaction with students. Riaz (2011) measured teachers’ performance on such factors teaching competence demonstrated, motivational skills, teachers’ attitude toward students and fairness in grading.

Aptitude is used to refer to a potential rather than an attainment. Special abilities, such as mathematical or sporting powers, are often referred to as aptitudes.

Akiri and Ugborugbo (2011) found out that there was a significant relationship between teachers’ educational qualification and academic achievement. Esan (2011) observed that teacher related factors on academic achievement are years of experience, educational qualification, skills, economic factors, subject mastery, teachers’ quality, teachers’ classroom management, development and training.

Etsy’s (2011) study in Ghana reported that the teacher factors that significantly contributed to low academic achievement were incidences of lateness to school and absenteeism.

Swartz, White and Patterson (2011) judged the teachers’ performance on five teaching functions which are instructional presentations, instructional monitoring, instructional feedback, management of instructional time and management of students’ behavior.

Ferris, Bergin and Wayne (2020) identified teachers’ academic achievement on seven performance dimensions. These were preparation and planning, effectiveness in presenting subject matter, poise, relations with students, self-improvement, relations with other staff and relations with parents & community.

Academic achievement is one of the most important dependent variables and has been studied for a long decade. Academic achievement involves pattern of behaviors that are directly involved in producing services for the organization. Academic achievement is something done by employee. It must be directed towards organizational goals that are relevant to the job or role (Campbell, 2000).

Performance of teachers mainly depends on the teacher characteristics such as knowledge base, sense of responsibility, and inquisitiveness; the student characteristics such as opportunity to learn, and academic work; the teaching factors such as lesson structure, and communication; the learning aspects such as involvement and success; and the classroom phenomena such as environment and climate, and organization and management. If the teachers take care of these factors, their performance can be enhanced to the optimum level (Rao & Kumar, 2004).

Yet proxies implemented by Enugu Education Zone to determine teacher quality have been woefully inadequate. Teacher entrance and exit examination scores, years of experience, advanced degrees, and teaching credentials are not related to ratings of teacher’s performance.

Leigh and Mead (2005) clearly bring about the fact that the quality of teaching has come down gradually world over and also demonstrate that the skills of teachers have come down due to outdated preparation on the part of the teacher and stagnant compensation schemes by the management of the educational institution.

Teaching profession is facing problems related to teachers’ academic achievement.

Since independence the government has constantly directed large proportions of its budget to education and training in order to enhance the relevance and quality of the skills of the labour force. The quality of teachers has been a matter of concern by the government; the progress towards achievement in education has not been measured entirely in quantitative terms but also expressed in terms of the quality of the education founded (Esan, 2010).

David (2011) perceived teaching as the teachers’ performance, the pupils’ performances and the effective classroom discipline. He went further by saying that, teaching is influenced by the teachers’ judicious application of psychological strategies in making the students wish to learn. In the same vein, Smith Sarason and Sarason (2011) perceived learning as a change in behavior or in potential behavior that occurs as a result of experience. In learning/teaching situation, the materials to be transformed is the child, and the people involved in the transformation are academically qualified personnel, qualified teachers are also made heads of department of schools to oversee the work of his subordinate teachers at work. By so doing, this makes teachers to be more effective in the discharge of their duties.

Teaching effectiveness is an area of research which involves the correlation between the characteristics of teachers, teaching acts and their effects on the learning outcome in classroom teaching.

The attitude of the teacher toward teaching is an important variable. The primary attribute of a good teacher is the ability to create a warm, friendly atmosphere in the classroom environment. He/she must teach with conviction. He must negate any barrier to effective teaching.

The present study will be significant because it would provide a base to improve the teaching and learning process. If we control the factors that influence teachers’ performance at secondary school level such as the teachers’ qualification, experience, economic status and mode of instruction; the quality of education and teaching learning process as a whole would become more effective and also improve the teachers’ academic achievement at all levels.


1.2 Statement of the Problem

No educational institution can be better than the quality of the teaching staff. One of the goals of teacher education is the production of highly motivated, conscientious and effective teachers for all levels of the educational system.

However, the present day teacher probably lacks proper professional training which might impact negatively on his/her job. When the Universal Basic Education (UBE) was introduced, teacher trainees and auxiliary teachers were selected indiscriminately from among market women, housewives, petty traders and frustrated job seekers. As a result, many unsuitable individuals with no basic aptitude, interest or calling for teaching, were found in teaching and teacher training institutions. Therefore, one should not expect such non-motivated individuals to become better teachers even if given the best training. The teacher training colleges therefore produced ill-trained and ill-equipped teachers who were pushed into the schools to teach.

Poor academic performance of students in Enugu State has been linked to poor teachers’ performance in terms of accomplishing the teaching task, negative attitude to work and poor teaching habits (Ofoegbu, 2004). Other factors that may contribute to teachers’ academic achievement include; relationship between the students and the teacher; teachers’ teaching experience and qualifications. The prevailing conditions would definitely show a negative or positive influence on the instructional quality in public schools, which may translate to either good or poor academic performance, attitude and values of secondary school students.

The observation has prompted the researcher to examine the correlation between teacher factors which include the teacher’s qualifications, teachers’ experience, teachers’ economic status, and teacher’s mode of instruction as correlates to academic achievement in Junior Secondary Schools in English Language, Enugu Education Zone, Enugu State.


1.3 Objectives of the Study

The major objective of this study is to assess the effect of teacher effectiveness on the academic achievement of junior secondary schools in English language in Enugu education zone, Enugu state.

The specific objectives are to;

  1. Assess the correlation between teachers’ qualification and academic achievement.
  2. Establish the correlation between teachers’ years of teaching experience in teaching and the academic achievement.
  3. Assess the relative effectiveness of teachers‟ teaching methods and academic achievement in teaching.

1.4 Research Questions

  1. To what extent does teacher qualification relate to academic achievement in teaching?
  2. To what extent does teachers’ years of teaching experience relate to academic achievement?
  3. To what extent does the teaching methods applied by the teachers relate to academic achievement?

1.5 Hypotheses

  1. There is no significant relationship between teacher related factors and academic achievement
  2. There is no significant relationship between teachers‟ years of teaching experience and academic achievement.

1.6 Significance of the Study

This study will be of significant importance to a number of people.

Firstly, it will be of significant benefit to teachers by enumerating carefully, the factors that contribute to their academic achievement, while discharging their duties. The study will enable teachers to seek means of being more goals oriented in the discharge of their duties.

It will be of great importance to the student whose purpose of study will help address the confronting problems of low academic performance. The study will also make students to focus more attention on their academics.

It will be of tremendous benefits to parents who have by no means contributed their own quota to neither the advancement of our educational system nor have added to the fallen standard of our educational system

Finally, it will be of great importance to all stakeholders and policy makers who have been relentlessly working to ensure that our educational system would not crumble in the end.


1.7 The Scope of the Study

This is an attempt to find the effect of teacher effectiveness on the academic achievement of junior secondary schools in English language in Enugu education zone, Enugu state. The variable scope for this study will include the Teacher’s qualifications, teachers’ experience, teachers’ economic status, and teacher’s mode of instruction. The study covers 100 teachers from five Junior Secondary Schools in English Language, Enugu Education Zone.


1.8 Operational Definition of Terms

The researcher has tried to define common terms that are to be found in the essay because an in depth knowledge of the meaning of some important terms will be necessary.

1. Teacher Factors:

The sum of all the several things that influence the teacher in the performance of his teaching to the learners.

2. Performance:

It is the expected outcome of learning activity that can be assessed or evaluated through tests, exams etc. where in this study, it is the outcome or result of the learning process during the classroom encounter

3. Teacher:

A teacher is a person who imparts knowledge aimed at bringing desired results in learners’ attitude in terms of cognitive, affective and psychomotor domain. However, in this study, the teacher is the harbinger of knowledge who transmits information to the students to increase their knowledge of subject matter.

4. Academic Achievement:

Is the quantity and quality of work expected from each employee. It is the overall expected value from employee’s behavior carried out over the course of set period of time.


1.9 Organization of the Study

The first chapter contains the study’s introductory section, which includes the study background, the research problem statement, the objective study, and the scope of the study. The second chapter is a critical review of other literatures pertinent to the study and its objectives, as well as the theoretical framework of the study. The third chapter goes over the study’s data collection, sampling, and data analysis methods. The fourth chapter examines the research findings, including how they relate to previous findings. The fifth chapter includes a summary of the findings, a conclusion, and recommendations based on the objectives of the study.


Chapter Five


Summary, Conclusions and Recommendations

5.1 Summary and Conclusion

Based on the findings of this study, the researcher can conclude that teacher related factors, adequate number of teachers in a college, teachers‟ years of teaching experience and effective teaching methods in teaching enhance academic achievement in the subject among federal government girls‟ colleges under

consideration. With improved academic achievement in this subject area, students can pass their WAEC AND NECO SSCE at excellent level. Good results at the final examinations enhance their opportunity for higher education and eventually raise the standard of education in Enugu State.


5.2 Recommendations

On the basis of the findings and conclusions of this study, the researcher makes the following recommendations:

  1. The Federal Government of Enugu State through the Federal Civil Service Commission should adopt recruitment policies that attract most suitably qualified teachers into Federal Government colleges. Less emphasis should be placed on quota system and paper qualifications but adopt the use of realistic competitive examinations and practical assessment to get the best competent teachers recruited into the system.
  2. Since it was discovered that students achieve more in teaching at secondary school level of education, if the school has adequate number of qualified teachers, it is hereby recommended that recruitment exercise should be regular in order to maintain adequate number of qualifies teachers in the school system.
  3. Recruited teachers at secondary school should be encouraged through improved incentives and attractive pay package to enable them stay long on the job to possess required teaching experiences needed to enhance academic achievement of students in the colleges.
  4. Training, workshops and seminar on effective teaching methods should be organised for teachers on regular basis to improve their teaching skills and enhance academic achievement in the subject.

The Effect Of Teacher Effectiveness On The Academic Achievement Of Junior Secondary Schools In English Language In Enugu Education Zone, Enugu State


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The Effect Of Teacher Effectiveness On The Academic Achievement Of Junior Secondary Schools In English Language In Enugu Education Zone, Enugu State


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Frequently Asked Questions


Does teaching English without instructional materials result in poor academic achievement?

The teaching of English language without instructional materials may certainly result in poor academic achievement.

Do principals of schools influence teachers’ effectiveness?

The study implicates that principals of schools are expected to develop and exhibit the leadership characteristics that are consistent and acceptable in situations that would contribute, trigger, and enhance the teachers’ effectiveness toward the achievement of educational goals.

Does treatment affect achievement mean scores in high school students?

The main effect of treatment on the achievement mean scores of students is significant at 0.05 level (F = P< 0.05). 6. Discussion This study found that students in the experimental group performed better than students in the control group in their achievement mean scores.

Does instructional material affect students’ achievement?

The students taught with instructional materials have excellent achievement scores compared with those taught without any material. It was also noted in the study that there is no significant interaction effect of treatment and gender on students’ achievement in Social Studies. 

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