Effect of Teacher Characteristics on Students Academic Performance
1
CHAPTER ONE
INTRODUCTION
Background of the Study
Teachers have a direct responsibility to shape a student’s academic performance, and are the
most important school based factor in their education (Rockoff, 2004; Rivkin, HanushekKain
2005; Aaronson, Barrow & Sander, 2007). This is why it is important to examine which teacher
characteristics may be related to student academic performance.
Considering which teacher characteristics produce the best student academic performance at the
Senior Secondary School level can help the school in identifying unique ways to increase student
performance with the teacher resources available to them.
Excellence in academic life demands high level of intelligence; but in addition to intelligence,
recent studies have indicated that there are other factors that can be useful predictors of academic
performance (Busato, Prins, Elshout, &Hamaker, 1999, 2000; Chamorro Premuzic&Furnham,
2003). One of the factors is teachers’ characteristics.
Teachers cannot be undermined in the discussion of knowledge transfer or education in every
way. Teachers are very instrumental to the transfer of knowledge. Ali (2009) observes that there
is a statistically significant relationship between teachers’ characteristics and student academic
performance.
According to Thompson, Greer, & Greer (2005) there are twelve characteristics that are central
to what students conceptualize as good teaching which connect to the caring for students, both
academically and personally and strengthen recent indicators for academic performance.
These characteristics are: displaying fairness, having a positive outlook being prepared, using a
personal touch, respecting students, maintaining high expectations. Possessing a sense of humor,
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possessing creativity, admitting mistakes, and being forgiving, showing compassion and
developing sense of belonging for students.
As humans, we possess an ingrained sense of fair play. We react negatively whenever we are
dealt with by someone in a manner that violates what we think constitutes fairness in a situation.
Any sign of favoritism, or lack of fairness, can leave scars that last a lifetime.
Borich (2000) suggests that effective teachers are those who use meaningful verbal praise to get
and keep students actively participating in the learning process.
Effective teachers are generally positive minded individuals who believe in the success of their
students as well as their own ability to help students achieve.
Competence and knowledge of the content area being taught is something that makes a wellprepared teacher more likely to take time during lessons to notice and attend to behavioral
matters, effective use of instructional time, student participation and thereby, academic success.
Teachers must show interest in their students, as this promotes bonding. Teachers with a sense of
humor make learning fun. If a teacher has a quick wit and the ability to break the ice in difficult
situations with the use of humor, students recognize the strength reflected in these teachers, as
they provide a wonderful model for how to deal with embarrassing situations effectively.
Students remember unusual things that their teachers did in their teaching. They remember how
it related to a subject matter being taught which captivated their interest.
Irvine (2001) suggests that students defined teachers who set limits, provides structure, held high
expectations and pushed them to achieve as their favorite teachers. Generally, these behaviors
affect student learning. Working to include these traits into everyday teaching routines will
ensure that students have a positive school experience as well as a successful one.
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Rice (2003) recognized five broad categories of teacher attributes that appear to contribute to
teacher quality. They are experience, preparation programs and degrees, type of certification,
course work taken in preparation for the profession, and teachers’ own test scores.
Performance as a variable is linked to the teachers’ experience, resulting from the ideas
generated in the course of learning, training, acquired classroom management skills/expertise.
Teachers’ experience has a significant effect on student performance in the sense that students
taught by more experienced teachers achieve at a higher level, because their teachers have
mastered the content and gained classroom management skills/expertise to deal with different
types of classroom problem (Gibbson, 1997); therefore, academic performance of students is
dependent on the characteristics that a teacher portray.
According to Mumare& Philip (1981), experience has a significant positive effect on the
connection that exist between the quality of a teacher and the academic performance of students
cannot be over emphasized because they both work hand in glove in showcasing how quality
education could be enshrined in an academic process and this could be inferred from the words
of Strong (2007); that asserted a positive relationship between teachers’ verbal ability and
students’ achievement.
Parents are keen at seeing their children enroll and graduate from prestigious educational
institutions as most compete to offer their best educational programs and be at the fore front of
academic excellence. People who are directly involved in the students’ academic life are the
teachers who provide help to these students.
Classroom teachers are primarily responsible for student academic achievement as a school’s
primary focus is on the academic preparation of students.
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Statement of the Problem
The issue of declining academic performance of students has generated much interest among
stakeholders in the educational sector in Nigeria. The quality of education and performance of
students depends on the teachers as reflected in the discharge of their duties. Overtime, students’
academic performance in both internal and external exams had been used to determine the
effectiveness of teachers and teaching. According to Ogunsaju (2004), academic standards have
fallen below societal expectations. Considering governments huge investment in public
education, its output in terms of quality of students has been observed to be unequal with
government expenditure.
Despite the increase in educational attainment by teachers in trying to improve on their
qualification and skills/expertise the academic performance of students in senior secondary
schools has not been encouraging. This is reflected in the falling standard of education in view of
the performance of students in examinations like Senior Secondary Certificate Examination
(SSCE), Unified Tertiary Matriculation Examination (UTME), etc.
There is a persistent decline in the academic performance of SSS students in spite of the huge
government budgetary allocation on education. There is a prevalent rise in examination malpractices, where parents, teachers and even stakeholders in the economy spend heavily on
prepared solution and ‘assistance’ from teachers to make their students pass examinations
without merit.
This has led to a high degree of failure to breed students that are worth their certificates and is
giving the country a serious cause for concern.
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Functional educational system most time depends on the adequacy of some indispensable
behavioral traits of teachers, such as qualification, experience, and skills/expertise among others
hence the need for further investigation.
Objective of the Study
The essence of this study is to investigate how certain characteristics relate to the academic
performance of senior secondary school students in Lagos, Nigeria.
The specific objectives are:
•
To determine if the qualification of teachers have an effect on the academic performance of
students.
•
To find out if teaching experience is related to academic performance of students.
•
To examine the relationship between teachers classroom effectiveness and students academic
performance.
•
To ascertain the influence of teachers skills/expertise on the academic performance of
students.
Research Questions
•
There is no significant relationship between teachers’ qualifications and students’ academic
performance.
•
There is no significant difference in the academic performance of students taught by teachers
with longer years of experience.
•
There is no significant relationship between teachers’ effectiveness and students’ academic
performance
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•
There is no significant relationship between teachers’ skill/expertise and students’ academic
performance.
Research Hypotheses
H01:
There is no significant relationship between teachers’ qualification and students’
academic performance.
H02:
There is no significant difference in the academic performance of students taught by
teachers with more years of experience
H03:
There is no significant relationship between teachers’ effectiveness and students’
academic performance.
Ho4:
There is no significant relationship between teachers’ skill/expertise and students’
academic performance.
Significance of the Study
This study will look intensively on the effect of teachers’ characteristics on academic
performance of students. It will be beneficial to stakeholders in the educational sector such as
teachers, parents, students, school management, and ministries of education, educational
researchers, and the society at large.
It will be used as a guide line for schools in recruiting teachers and also help already recruited
teachers in improving their teaching methods.
It will be beneficial to curriculum developers in the framing and designing of topics that will
correct and improve the performance of senior secondary school students. Educational
researchers will see it as an addition to the literature on teachers’ characteristics and academic
performance; giving them a concise and significant outlook of the topic.
The recommendations will enhance academic performance.
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Scope of the Study
The scope of the study is limited to only teachers’ characteristics as a determinant of student’s
academic performance.
The study is carried out in the Lagos metropolis only. The study is also limited to activities of
Senior Secondary Schools and not Junior Secondary Schools or Primary Schools.
The study will make use of both primary and secondary data. Questionnaires will be distributed
and used to find out the correlation between teachers’ characteristics and academic performance.
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CHAPTER TWO
A REVIEW OF RELATED LITERATURE
Introduction
This chapter will honor the past to inform the present in order to predict the future i.e. an
integrative summary of broad themes that are considered relevant to the study, a summary of
relevant theories associated with the study and to expand the frontiers of knowledge via critical
reflections. All the objectives of the study initially mentioned will be fully exhausted in this
review.
Empirical Literature
Teachers’ Qualification and Academic Performance
Darling – Hammond (1999) examined a fifty-state survey on teacher policies, case analyses, and
the National Assessment of Educational Progress and specifically looked at teacher
qualifications and how other school inputs are related to students’ academic performances across
all fifty states, and, discovered that teacher academic qualification i.e. teacher quality relates to
increased students’ academic performance and is far more important than other factors.
Again, Charles et al (2007) explains that regular certification has positive effects on student
academic performance. Also, they found out that teachers with low certification score have
students with low performance; having a strong teacher is better than being in a classroom with
fewer students than an average classroom. Wilson et al (2001) suggest that even with the short
comings of current teacher education and certification, fully prepared and certified teachers are
more successful with students than teachers without this preparation.
Ashton (1996) summarizes that teachers with regular state certification receive higher
supervision ratings and student academic performances than teachers who do not meet standards.
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Formal qualification of teachers is an important indicator for their knowledge and competence in
teaching; it has utility in analyzing how well prepared teachers are for what they have to teach in
schools.
Influence of Lack of Qualified Teachers in Our Secondary Schools
The question of inadequate teachers in our secondary schools in a state like Lagos appears to be
a paradox, when one remembers that Lagos state is saturated with trained teachers. The question
is whether our secondary schools are well staffed with specialist in all subjects especially those
schools in the rural areas in the face of “apparent enough trained teachers”. The answer is
emphatically ‘no’ reflecting the importance of teachers in any society, Emezi (1977) said that
“since teachers are the backbone of the whole educational system their education therefore is
perhaps the most vital factor affecting our future. We must ensure that the teacher is an educated
person who possesses an in-depth knowledge of the subject he is obliged to teach. A teacher
must be a leader, an innovator, and an enlightened person”. If teachers are not well educated the
country will end up producing semi-literate students.
Teaching is not a profession for everybody, there are those we regard as “born teachers”. These
are people who have the urge and ability to teach and lead others right. Such people are the
caliber of men required in the profession and they will readily accept postings anywhere, be it in
the rural areas or in the urban. Writing further on the qualities of good teachers; Nwosu (1973) in
his article title “Who should Teach” pointed out that teachers are those who have academic
knowledge of the subject plus some instruction in the theories and strategies of teaching. And it
is pertinent to add, plus interest in the profession because one can have academic knowledge of a
subject but if the interest is not there, he cannot perform effectively to substantiate this point
further. Ndu (1975) writing also in “who should teach” said for one to be a teacher, he has to
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possess the subject matter knowledge as well as the natural qualities that help the persevere in
the difficult but enjoyable and rewarding task of teaching and finally one has to submit oneself to
professional training where one is equipped fully with tools for job.
It is therefore an established fact that teachers are the central figure with success of any
educational system, as well as important functionaries in the instruction and upbringing of the
child. The 1969 National Curriculum conference in its report aptly described the teachers as
“The key man in the entire educational programme”. The quality of a teacher’s training makes or
mars the end product of his job as a teacher. This statement proves that the importance of well
qualified teachers cannot be overemphasized. Lack of adequately trained staff is one of the major
reasons identified as a hindrance to academic performance. And it is good that both states and
federal governments are aware of the important role that well qualified teachers can play in the
realization of qualitative education in the country.
An educationist, Olatubosun (1980) in his writing says; “who is a teacher? A teacher should be
the master of his subject. In the act of teaching, he must know the individual needs of his
pupils/students and give them the kind of attention and assistance most suitable to their needs”.
All these statements underscore the fact that there can never be good student’s performance
without a good quality of staff. Well qualified teachers will know how best to handle students
and how to tap their intellectual resources. People always trace student’s performance to their
teachers. That is why it is said that if the students have not learned, then the teacher has not
taught. Therefore,for effective and optimum teaching to take place, the teacher must be qualified,
because no one can give what theydo not have.
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Teacher Experience and Academic Performance
Teacher experience has a significant effect on student’s academic performance as experienced
teachers have a richer background of experience to draw from and can contribute insight and
ideas to the course of teaching and learning, are open to correction and are less dictatorial in
classroom.
Cubbons et al. (1997), suggests teachers’ experience and student academic performance are
positively correlated as students taught by more experienced teachers achieve at a higher level,
because their teachers have mastered the content and acquired classroom management
skills/expertise to deal with different types of classroom problems.
According to Stringfield&Teddlie (1991), professional teachers are considered to be more able to
concentrate on the most appropriate way to teach particular topics to students who differ in their
abilities, prior knowledge and background.
Teachers are recognized as the main pills of our educational system. It is pertinent to mentionthat
ineffective and poor teaching of some key subjects in the school curriculum have continued to
cause some havoc by shattering the hopes and aspiration of most students, especially the very
ambitious ones.
Most students have desired to become specialists in the field of knowledge or the other but could
not make the grade in the basic examinations that should have given them entry into higher
institution such as the University.
The effort made by the government in the federation to increase the supply of qualified teachers
and its efforts on the academic performance of students. TheBachelor Degree in education was
introduce in almost all the NigerianUniversities in the bid to provide more trained teachers for
effective teaching and learning which will in turn influence the performance of students in both
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the Urban and rural areas whose programmes were modified and enriched given way to a new
certificate, National Certificate of Education. These provide the trained teachers for the lower
form of secondary schools and teacher training colleges.
In addition to the above mention measure, the federal government has upgraded some college of
Education such as AlvanIkoku college of Education to a degree awarding institution which thus
providesNCE and bachelor degrees simultaneously. The Phelps stroke Report of 1925, according
to Fafunwa, criticized this system of teacher training as beingunsatisfactory due to the fact that
the pupil-teacher was overworked and Underpaid and partly because the curriculum was poorly
conceived, the supervisory system was inadequate and the missions did not understand the
purpose of African education by 1926, there are 13 Teachers Training colleges with a total
population of 20 men and 30 women (Phipson 1948: 107)
It is recognized that certifications are not necessary reliable indicator of the performance
ofstudents. (Lillis 1988: 77).
This is to explain the above statement as an indication based on the fact that good teachers are
those who give students what they need and not measure mainly on qualifications.
Commentingon the general condition of teachers’ training colleges; it could be said without
exception that theprovision of training centers has been inadequate and in some areas it does not
exist.
Lewis (1956) emphasized that in most cases; the potential teachers had nothing morethan a
primary education and often than not, had to work under a supervising teacher already fully
employed with his or her own class.
However, there is a relationship between the quality of theteaching personnel and the quality of
the education system or process (Ukeje 1978: 88). He submitted that the defeats of the present
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Nigeria educational system are partly as the result ofteachers with poor quality. For him the real
value of a sound education principle lies in its effective implementation and in the final analysis,
it is the teachers who translate theory into practice. In his words, the quality of the school and
that of the teaching personnel can create a vicious circle for we cannot have good schools unless
we have good teachers and we cannot have good teachers unless we have good school to produce
them. One of the problems has been inequitable posting of teachers in favor of our urban
secondary schools. Since the communities has been encouraged by the government to build
neighborhood secondary schools. It is only fair that adequate manpower and infrastructure
should be provided in all schools and their places of location.
Teachers Effectiveness and Academic Performance
Teachers’ effectiveness has been accepted as a multidimensional construct since it measures a
variety of different aspects of teaching such as; subject mastery, effective communication, lesson
preparation and presentation (Onyeachu, 1996). The influence of teachers’ effectiveness on the
learning outcome of students as measured by students’ academic performance has been the
subject of several studies (Adediwura&Tayo 2007; Adu&Olatundun 2007;Lockhead&Komenan
1988; Schacter&Thum 2004; Starr 2002). The above studies suggest that effective teaching is a
significant predictor of students’ academic achievement. Therefore, effective teachers should
produce students of higher academic performance. Poor academic performance of students in
Nigeria has been linked to poor teachers’ performance in terms of accomplishing the teaching
task, negative attitude to work and poor teaching habits which have been attributed to poor
motivation (Ofoegbu, 2004). It has also been observed that conditions that would make for
effective teaching such as resources available to teachers, general conditions of infrastructure as
well as instructional materials in public secondary schools in Nigeria are poor (Oredein, 2000).
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Other factors that may contribute to teachers effectiveness include; relationship between the
students and the teacher; 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. Ijaiye (1998) concurred that improving the quality of the teaching
force in schools is the key to raising student achievement, consequently Lassa (2000) and Guya
(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.
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 improve the system. Although teachers’ strong effect would
significantly influence students’ academic achievement, other factors such as socio-economic
background, family support, intellectual aptitude of student, personality of student, selfconfidence, and precious instructional quality have been found to also influence students’
examination score (Starr, 2002) either positively or negatively. To this end, (Blankstein, 1996)
had stated that students’ grades and test scores are not good indicators of the quality of teachers’
instruction. In support of this view, a study carried out in Nigeria by Joshua &Kritsonis (2006)
showed that Nigerian teachers condemn the use of student achievement scores as indicators of
teachers’ competence, performance or effectiveness. Since students’ academic scores are not the
only predictors of teachers’ effectiveness, researches have sought other fairer ways of evaluating
teachers’ effectiveness. Students, administrators, colleagues and the teachers’ self-evaluation
have been used to evaluate teachers’ effectiveness. Students’ competence in the evaluation of the
effectiveness of their teachers has been of great concern to researchers in education. However,
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studies have shown that students’ ratings are valuable indicators of teachers’ effectiveness
(Barnett, Matthews &Jackson, 2003; Imhanlahini&Aguele 2006; Pozo-Munoz et al. 2000).
Despite the fact that there are research reports in support of students’ rating of their teachers’
effectiveness, Nuhfer (2004) and Pozo-munoz et al. (2000) warned that students rating should be
one of the comprehensive evaluation system and should not be the only measure of teachers’
effectiveness. Ekwesili (2006) however, opined that students’ success depends on the amount of
learning that takes place in the classroom. The school administrators’ evaluation has also been
used to evaluate teachers’ effectiveness. The accuracy of school administrators’ evaluation of
teachers’ effectiveness has also been studied. Jacob &Lefgren (2006) found a positive correlation
between a principals’ assessment of how effective a teacher is at raising students’ achievement
and that teacher’s success in doing so as measured by the value- added approach. The above
study suggests that administrator’s rating may also be one of a comprehensive evaluation system
to measure teachers’ effectiveness in secondary schools. Bangbade (2004) found that out that
teachers’ attribute have significant relationship with students’ academic performance. Such
attributes according to Bangbade (2004) include teachers’ knowledge of the subject matter,
communication ability, emotional stability, good human relationship and interest in the job. Rena
(2000) explained that for students to perform well in any examination one of the prerequisites is
that their teachers must know them and have profound knowledge of their state of physical,
intellectual and psychological readiness. In many countries, teachers’ qualifications that are
considered to be related to student learning have become desirable targets of teacher education
reform. Some of these reforms call for the professionalization of teacher education by making it
longer, upgrading it to graduate programs, and regulating it through mechanisms of licensure,
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certification, and promotion align with standards (Thorenson, Darling- Hammond and Berry,
2001; Darling-Hammond, Chung and Frelow (2002).
The Place of Qualified Teachers as a Factor in Effective Teaching
According to Ukeje (1966) teaching is a conscious behaviour that makes learning more probable
and more efficient and teachers are and will forever remain architects of all professions. This
means that extra care should be taken in the recruitment and posting of teachers to our urban and
rural secondary schools. There should be equal distribution of teachers in these areas for greater
productivity.
On the quality of teacher, Itotoh (1977) said quality of teachers is important in any meaningful
presentation of educational transactions. Quality of teachers is essential to the achievement of the
great National aspiration.
In support of the above statement, Obasi (1982) has also said “The concept of education cannot
be properly defined or conceptualized without reference to those who impact the knowledge. In
other words, teachers are the pillars and life wire of the education sectors”. For that reason, extra
care should be taken when recruiting them into the teaching profession.
In the National policy on Education, it was said that the purpose f teacher education should be
“to provide teachers with the intellectual and professional background adequate for their
assignment and to make them adequate to any changing situation. If teachers and the authorities
responsible for education can pay heed to this objective, the problem of staffing in our schools,
both in the urban and the rural areas will be minimal.
Emezi (1987) in one of his article “Teachers Education in Post Independent Nigeria” said
“Teacher in all educational system is the central figure and the source of any educational reform
depends on him”. This strengthens the fact that all secondary schools in the state should be
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adequately staffed with the right caliber of teachers. This will make it possible for the students to
be on the same footing academically not minding where the school is located.
Teacher skill and academic performance
According to Akiri&Ugborugbo (2009), teacher’s skill is regarded as a multidimensional
construct
teaching
which
encompasses
numerous
interconnected
elements
towards
transformation of knowledge to learners. Previous studies conducted by Schacter&Thum (2004),
Adediwura&Tayo (2007) and Adu&Olatundun, (2007) reveal that different elements of teacher
skills/expertise include teacher’s subject knowledge, teaching skills/expertise, teacher attitude
and teacher attendance.
•
Subject Knowledge: According to Eggen&Kauchak (2001), there are three dimensions
under which a teachers’ knowledge of subject matter can be measured; namely content
knowledge, pedagogical knowledge of content and general knowledge. The implications
of these dimensions are that a teacher cannot teach what he or she does not know.
Adediwura&Tayo (2007) further emphasized existence of high correlation between what
teachers subject knowledge and what they teach students. In line with these finding, they
further accentuated that the ability of a teacher to teach effectively depends on the depth
of knowledge the teacher possesses. Therefore, a teacher whose understanding of the
subject content is thorough uses clearer expressions comparative to those whose
backgrounds of subject mastery are weaker.
•
Teaching Skills/expertise: The teaching skills/expertise of a teacher can be measured
based on the teacher’s abilities around comprehension and transformation of knowledge
concepts to be imparted to learners (Ganyaupfu, 2013). Teaching requires one to first
understand the specific outcomes of the topic as well as the subject matter structures of
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the respective discipline (Shulman, 1992). Therefore, comprehension of purpose is a very
important element of teacher competence. According to Shulman (1992), the educational
purposes for engaging in teaching are to assist learners gain literacy, develop
skills/expertise and values to function well in the society, equip them with opportunity to
acquire and discover new information, enhance understandings of new concepts, enable
students to enjoy their learning experiences, enhance learners’ responsibility to become
productive in the economy, contribute to the well-being of the social, economic and
business community.
Moreover, the teacher’s ability to distinguish the knowledge base of his or her teaching
lies at the intersection of content and pedagogy in the respective teacher’s capacity to
transform content knowledge into practices that are pedagogically influential and
adaptive to numerous students’ abilities and backgrounds (Glatthorn, 1990).
Transformations require some combination effective presentation of ideas in the form of
new analogies and metaphors, instructional selections, adaptation of student materials and
activities that reflect the student’s characteristics of student’s learning styles and tailoring
of adaptations to students in classrooms. Glatthorn (1990) further emphasized that it is
also imperative that teachers consider the relevant aspects of students’ distinct abilities,
languages, cultures, motivations and prior knowledge and skills/expertise that affect their
responses to different forms of representations.
•
Teacher’s Attitude: Research in education policy reveals that teacher attitude refers to
consistent tendency by the teacher to react in a particular way; often positively or
negatively toward an academic matter (Eggen&Kauchak, 2001). Another study by Fazio
&Roskes (1994) indicates that attitude possesses both cognitive and emotional
19
components which strongly influence the manner in which a teacher thinks and responses
to specific experiences. In proceeding further with the analysis, Eggen&Kauchak (2001)
found out that positive teachers’ attitudes are fundamental to effective teaching and
students’ academic achievements. Another study by Brunning et al. (1999) indicated a
number of elements that constitute teachers’ attitudes that will facilitate a caring and
supportive classroom environment. These elements include caring, enthusiasm, teaching
efficacy, democratic practices to promote students’ responsibility, effective use of lesson,
constructive interaction with learners and high expectation to promote learners’
motivation. Further analysis in this study found out that these factors are associated with
increase in students’ academic performances.
•
Teacher's Attendance: According to a study by Manlove&Elliott (1977) found that the
overall academic performance of students an academic institution is negatively affected
by high teacher absenteeism. Moreover, further analysis from the research found a
correlation between teacher attendance and student achievement. Jacobs &Kritsonis
(1997) conducted a study involving certain classes revealed that teachers who posted the
highest level of absenteeism recorded the lowest scores of students’ academic
performances. Woods &Montagno (1997) purported that the higher the teacher
attendance rate becomes, the lower also the students’ academic performances become.
Consistent with the above findings are the results from the study conducted by Pitkoff
(1993). The study found out that teachers who received low performance markings
missed a larger number of days than those who did not. This result provides an impetus
for education administrators to develop teacher development plans early in the academic
year for low performing teachers than later in the respective academic year. However,
20
Scott &McClellan (1990) discovered that the higher the degree obtained by the teacher,
the higher the number of days they became absent from the classroom. Additionally,
Bruno (2000) purported that high absenteeism by certain teachers tend to lower the
morale of remaining teachers, thereby resulting in high teacher turnover as other teachers
tend to feel more burdened regarding additional planning for their absent colleague.
When teachers and students have frequent opportunities for informal interactions, students tend
to perceive their teachers as being more interested in them as individuals (Newman, 1979). This
ability to respond to students as individuals is a central skill of successful teaching (Getzels,
1969, Alexander &Eckland, 1975, Martin, 1972). Individual’s responsibilities build trust in the
teacher-student relationship.
Impact of Professional Teachers in Educational System
The importance of professional teacher’s must be recognized. A professional teacher will do
everything possible in order to make his teaching attractive and understandable to the learners. In
order words, he places their interest as his own top priority. Against the situation, the students
work along with the teacher and reflect this in their academic performance. This is never so with
the untrained teachers who has not learnt the rudiments or the art of impacting knowledge. So if
we are to achieve our desired goals in education, emphasis must be placed on quality of teacher
not on quantity.
In support of the above, Bereday & Lauwery (1983) said “The strength of an educational system
must largely depend on the quality of its teachers. However, enlightened the aims, however up to
rate and generous the equipment however efficient the administration, the value to the children is
determined by the teachers”. There is no more important matter than that of attracting sufficient
number of the right caliber of people to the profession, providing them with the requisite training
21
and finally ensuring that their status is commensurate with the important and responsibility of
their work.
Most government pays more attention to the provision of equipment to schools than they do to
the training of qualified teachers and the subsequent retention of such teachers. The effect is that
the equipment will not be fully utilized because of lack of trained teachers. Though equipment is
necessary, a professional teacher can improvise teaching aids where none exists, still stressing on
the needs for qualified teachers in the rural schools; no curriculum however well written. They
may be no equipment, however costly it may be, will compensate for a poor teacher, on the other
hand, a good teacher will more than off-set deficiencies in curriculum, in text book and in
equipment.
For the achievement of the educational aims and objective, success or failure lies in the hands of
the teachers. In supporting these views, (Overdate 1964:31) said “given the most meaningful and
realistic education and training programme, which those with experience, imaginations and
foresight can devise in the final analysis, no real achievement is possible without the necessary
cadre of trained and motivated teachers.”
Speaking also on the role that education will play in the society, Ukeje (1971) said that the role
will largely depend on the teaching personnel who are to teach. He further said that any possible
attempt to raise the standard of education must start with the improvement of the quality of
teaching personnel.
Yeager in his book titled: Administration and the Teacher, said “A competent teaching staff is
one of the indispensable element of a good school. Good instruction depends on good teachers;
the focus of good administration should always be securing and maintaining good teachers and
22
good teaching”. This is in support of the view that no school can function effectively without
good and well qualified teachers.
Theoretical Framework
Formal Theory of Teaching:
This theory is based upon certain logic, Meta physical, epistemological assumptions and
propositions. It reflects current social practices. There are four philosophical theories of teaching:
 Meutic Theory of Teaching:This theory conceives that the teaching process helps to
recollect or unfold knowledge with questioning techniques. The teacher brings
knowledge at conscious level of the student. The theory focuses on self-realization.
 The Communication Theory of Teaching:This theory of teaching is based upon
assumptions that the teacher possesses all knowledge and information which student does
not possess; the most appropriate way for the student is to learn this knowledge that the
teacher presents, explains, demonstrates and performs in the classroom. The theory
assumes further that the mind of a child is a clean slate on which the teacher can imprint
upon through the mode of communication.
 The Molding Theory of Teaching:This theory has focus on form, shape and mold of the
student behavior. It takes into consideration that the human personality is formed, shaped
and molded by their environment.
 The Mutual Inquiry Theory: The main assumption of this theory about the nature of
knowledge is that the whole-body record facts as 'information’. Knowledge while in
school and outside the school is generally substituted for inquiry. True knowledge is
23
inquiry, used to apply efficient methods and relevant information for the solution to
problems.
Descriptive Theory of Teaching
Gordon and Bruner (2007); defines this theory as based upon empirical evidence and
observation. Its purpose is to predict the relationship and effectiveness of variables of teaching.
The theories are further divided into:
 Theories of Instruction: This theory consists of a set of propositions stating the
relationship between the measures of the outcome of education and the condition to
which the learner is exposed and variables representing characteristics of the learner.
 Prescriptive Theory of Teaching: This theory explains the nature of teaching with the
help of three variables:
•
The teacher analyses the teaching problems and teaching tests before teaching
takes place.
•
The interrelationship of the variables deemed appropriate to teaching objectives.
•
The evaluation of the effectiveness and workability of the second variables and
relaxing the objective.
Normative Theory of Teaching
This theory was developed because it is quite difficult to control the human subjects in
experimental situation. This theory explains the relationship among teaching variables in the
basis of observation in a normal teaching condition. These are:
24
 Theory of Teacher Behavior: This theory explains the relationship of variables. It consists
of those acts that the teacher performs typically in the classroom in order to induce –
learning.
 Psychological Theory of Teaching: This theory considers teaching as a sort of contractual
relationship between the teacher and the students. The relationship consists of certain
activities to be performed by the teacher such as analyzing teaching task, determining
learning goals; identifying entering behavior and selecting teacher strategy. The teacher
formulates teaching tasks by his own experiences and insight.
 General Theory of Teaching: It assumes that teaching is a process which is designed and
performed to produce change in behavior of students. Teaching activities can be very
diverse and vary also at different levels of teaching and objectives.
25
CHAPTER THREE
METHODOLOGY
This chapter is focused on the procedures and processes that was used for the implementation of
the research work
Research Design
This research study adopted the descriptive survey research design. This enabled the researcher
utilize majorly primary data in identifying views of the various participants on the effect of
teachers’ characteristics on academic performance.
Population of the Study
The population of the study comprised all members of teaching staff in Senior Secondary
Schools in Lagos State.
Sample and Sampling Technique
The sample size was one hundred and twenty (120) teachers from ten selected secondary
schools.
The technique used in selecting the sample size of the population element was the simple random
sampling method. This technique is that which a sample is selected from a population and each
member of the group has a possible chance of being included in the sample (Barbie, 2001).
Data Collection Method
The questionnaire was the instrumentfor data collection which was validated by the supervisor
and other experts in the field. The questionnaire was distributed and collected on completion.
The Likert attitude scale was adopted to clarify responses from participants.
26
Method of Data Analysis
The hypothesis was tested using chi-square which assesses the goodness of fit between observed
values and those observed theoretically. A chi-squared test can be used to attempt rejection of the
null hypothesis that the data are independent. It assessed the significant difference between the
expected frequencies and the observed frequencies in one or more categories.
Oi−Ei 2
Ei )
The formula for the chi-square statistic used in the chi-square test is: x2c=∑ (
The subscript “c” is the degree of freedom, “O” is the observed value and E is the expected
value.
27
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
The purpose of this chapter is to describe and interpret the results of the field survey and use
them to answer the research question which the researcher has set out to solve in the course of
this study. The analysis of data collected from our participants was treated in two sections: the
demographic data of the participants in Section A and the data relating to research questions in
Sections B. 111 questionnaires administered. The statistical methods of measurement in this
research work were frequency distribution, percentages, and Chi-Square test analysis.
PRESENTATION AND ANALYSIS OF DATA
DEMOGRAPHIC DATA
Distribution of Participants according to Gender, Age, Employment status, Educational level and
working experience.
28
Table 1:
Gender Distribution of Participants
Sex
Frequency (f)
Percentage (%)
Male
43
39%
Female
68
61%
Total
111
100%
Source: Field survey, 2016.
Table1show that out of 111 participants to whom the questionnaires were administered, 43
participants representing 39%
were male while 68 representing 61% were female. This
indicates that majority of the participant in our survey were female.
Table 2:
Employment Status of the Participants
Employment Status
Frequency (f)
Percentage (%)
Full-time
86
78%
Part-time
25
22%
Total
111
100%
Source: Field survey, 2016.
Table 2 shows the age distribution of the participants, 86 participants representing 78% were
full-time workers while 25 participants representing 22% were part-time workers. The table
shows that majority of the participants were full-time worker and this important to our studies.
29
Table 3:
Age Distribution of the Participants
Age Distribution
Frequency (f)
Percentage (%)
Under 25years
2
2%
25-29years
19
17%
30-39years
48
43%
40-49years
19
17%
50-59years
23
21%
Total
111
100%
Source: Field survey, 2016.
Table 3shows the age distribution of the participants, 2% represents participants under the age of
25years, 17% represent participants whose age bracket is within the range of 25-29years, 43%
represents participants between the age of 30-39years, 17% between 40-49years, while 21% of
the participants were the age bracket of 50-59years. The table shows that the entire participants
are matured.
30
Table 4:
Formal Education Level Completed by the Participants
Formal Education
Frequency (f)
Percentage (%)
NCE
24
22%
B. A/B. ED
56
50%
Postgraduate Degree
31
28%
Total
111
100%
Source: Field survey, 2016
Table 4shows that 24 participants representing 22% were NCE holders, 50% were B. A/B. ED
holders and 28% had postgraduate degrees. This indicates that the participants attained a
generally high level of education and were, therefore equipped to give accurate and reliable data.
Table 5:
Teaching Experience of the Participants
Teaching Experience
Frequency (f)
Percentage (%)
1-2years
5
4%
3-5years
25
23%
6-10years
41
37%
11-15years
9
8%
16-20years
9
8%
20years and above
22
20%
Total
111
100%
Source: Field survey, 2016.
31
From the table 5, 5 participants representing 4% had 1-2years work experience, 25 participants
representing 23% are within the range of 3-5 years, 41 participants had 6-10years work
experience had 37%, 8% of the participants are within the arrange 11-15years of work
experience, 8% of the participants are within the range of 16-20years, while 20% of the
participants had 20years and above. This indicates that the participants attained a high level of
working experience, therefore equipped to give accurate and reliable data.
ANSWER TO RESEARCH QUESTIONS
RESEARCH QUESTION 1:There is no significant relationship between teachers’ qualification
and students’ academic performance.
Table 6:
Qualification and Academic Performance
S/N
Qualification and Academic Performance
Agree %
Disagree %
1
Qualified teachers will know how best to handle
101
91%
10
110
99%
1
1%
107
96%
4
4%
71
64%
40
36%
105
95%
6
5%
9%
Students and draw out their intellectual resources
2
The quality of a teacher’s training makes or mar the
end product of his job as a teacher
3
Teachers with higher certifications receive higher
ratings and students’ performance than those with
less certifications
4
Fully prepared and certified teachers are more
successful with students than teachers without
this preparation
5
Formal qualification of teachers is an important
indicator for their knowledge and competence in
teaching
Source: Field Survey, 2016
32
Table 6 shows that 91% of the participants agree to the fact that qualified teachers will know
how best to handle students and draw out their intellectual resources, this show that majority of
the participants agree to the above statement.
However, 99% of the participants agree to the fact that the quality of a teachers' training makes
or mars the end product of his job as a teacher, this show that majority of the participants agree
to the above statement.
Also, 96% of the participants agree to the fact that teachers with her certifications receive higher
ratings and students' performance than those with less certification, this show that majority of the
participants agree to the above statement. Meanwhile, 64% of theparticipants agree to the fact
fully prepared and certified teachers are more successful with students than teachers without this
preparation, 36% of the participants disagree.
95% of the participants agree to the fact that formal qualification of teachers is an important
indicator of their knowledge and competence in teaching.
33
RESEARCH QUESTION 2:To what extent will teachers’ years of experience affect the
academic performance of students
Table 7:
S/N
1
Teaching Experience and Academic Performance
Teaching Experience and Academic Performance
4
4%
107
65
59%
46
41%
102
92%
9
8%
103
93%
8
7%
96%
People always trace students’ performance to
their teachers
4
%
The teacher formulates teaching tasks by his
own experiences and insight
3
Disagree
The teacher possesses all knowledge and
Information which students do not possess
2
Agree %
Students taught by teachers with longer years of
experience achieve at a higher level
Source: Field Survey, 2016
Table 7 shows that majorityof the participants rating 96% disagree to the fact that teacher
possesses all the knowledge and information which students do not possess.
Also, 59% of the participants agree to the fact that the teacher formulates teaching tasks by his
own experiences insight, 41% of the participants disagree to this statement.
However, 92% of the participants agree to the fact that people always trace students’
performance to their teachers, 8% of the participants disagree to this statement. This shows that
majority of the participants agree to the above statement.
34
93% of the participants agree to the fact that students taught byteacherswith longer years of
experience achieve at a higher level, 7% of the participants disagree to this statement.
RESEARCH QUESTION 3: Does teachers’ classroom effectiveness have a significant
influence on students’ academic performance
Table 8:
Classroom Effectiveness and Academic Performance
S/N Effectiveness and Academic Performance
No Significance
%
1. Classroom Management
4
4%
107
96%
2. Classroom Tests
0
0%
111
100%
3. National or state achievement tests
13
12%
98
88%
4. ICT skills/expertise for teaching
20
18%
91
82%
5. Students’ discipline and behavior problems
18
16%
93
84%
70
63%
6. Teaching in a multicultural setting
41
7. Evaluation of students ongoing work
37%
25
High
22% 86
%
78%
Source: Field Survey, 2016
Table 8 shows that 107 participants representing 96% believe that there is high level of
significance of the effect of classroom management. This shows that classroom management is
of high importance in our study.
Again,70% of the participants believe that classroom test is of high importance.
88% of the participants believes that national or state achievement tests such as national spelling,
writing or mathematics competition can improve academic performance while, 12% believes that
35
little or no emphasis should be placed on the statement. The table shows that national or state
achievement test is an important issue that needs to be addressed.
Also, 20 participants representing 18% thinks ICT is of little or no significance to teaching,
while 91 participants representing 82% believe that there is high level of significance of the
effect of ICT skills/expertise for teaching.
However, 16% of the participants were of the view that Students' discipline and behavior
problems is not significant, 93 participants representing 84% believe that there is high level of
significance of the effect of Students' discipline and behavior on academic performance.
Meanwhile, 37% were of the view that teaching in a multicultural setting is of little or no
significance, 70 participants representing 63% believe that there is high level of significance of
teaching in a multicultural setting where different tribes can come together under one roof to
study without fear or favour.
78% of the participants believe that teachers should evaluate students’ ongoing work while 22%
believes that little or no emphasis should be placed on the statement.
36
RESEARCH QUESTION 4:What is the relationship between teachers’ skill/expertise and
academic performance
Table 9 : Teachers’ Skill/expertise and Academic Performance
S/N
1
Teachers’ Skill and Academic Performance
Agree
%
Disagree %
The teaching process helps to recollect or unfold
Knowledge
111
100%
0
0%
participating in the learning process
111
100%
0
0%
3
Teachers must show interest in their students
111
100%
0
0%
4
When students have not learned, then the
70
63%
41
37%
111
100%
0
0%
2
Meaningful praise gets and keep students actively
teacher has not taught
6
A teacher must be a master of his subject
Source: Field Survey, 2016
Table 9 shows that 98% strongly agree that there can never be good students’ performance
without quality staff. All the participants believe that the teaching process helps to recollect or
unfold knowledge. Also, meaningful praise gets the students actively participating in the learning
process. The participants were of the view that motivation encourages performance. Also, 100%
of the participants agree to the fact that teachers must show interest in their students. This will
aid the teacher make necessary correction. However, 63% of the participants agree to the fact
that when students have learned, then the teacher has not taught them, while, 37% disagree to the
statement. Finally, all the participants agree to the fact that teacher must master of his or her
subject.
37
TEST OF HYPOTHESES
In effort to arrive at the accurate and reliable findings from the data analyzed, the data must be
subjected to a statistical test. Chi-Square test method was used to determine whether to accept
the null hypothesis or the alternative hypothesis.
Hypothesis One
Ho1: There is no significant relationship between teachers’ qualification and academic
performance of students.
Table11:
Degree of Qualification on Academic Performance
Variables
Observed Freq. Expected Freq. Total Freq. df
Degree of
92
Qualification
and
55.5
Academic
Performance
55.5
P<0.05;
19
111
4
x2Cal x2Tab Remarks
48.009 9.49
H01:
Rejected
N=111
The result shows that x2 cal (48.09) is greater than x2 tab (9.49) given 4 degrees of freedom at
0.05 level of significance. Therefore, the null hypothesis which states that “there is no significant
relationship between teachers’ qualification and student academic performance” is rejected.
38
Hypothesis Two
Ho2: There is no significant relationship between teachers’ years of experience and academic
performance of students.
Table12:
Teacher’s Experience on Academic Performance
Variables
Observed Freq. Expected Freq. Total Freq. df
Teachers’
Experience
and
92
Academic
Performance
19
P<0.05;
x2Cal x2Tab Remarks
55.5
111
55.5
4
59.108
9.49 H02:
Rejected
N=111
The result shows that x2 cal (59.108) is greater than x2 tab (9.49) given 4 degrees of freedom at
0.05 level of significance. Therefore, the null hypothesis which states that “there is no significant
relationship between academic performance of students taught by experienced teachers and
inexperienced teachers” is rejected.
39
Hypothesis Three
Ho: There is no significance between teacher’s effectiveness and students’ academic
performance.
Table13:
Teacher’s Effectiveness on Academic Performance
Variables
Observed Freq. Expected Freq. Total Freq. df
Teachers’
Effectiveness
92
55.5
and
Academic
Performance
19
55.5
P<0.05;
111
4
x2Cal x2Tab Remarks
91.901 9.49 H03:
Rejected
N=111
The results show that x2 cal (91.901) is greater than x2 tab (9.49) given 4 degrees of freedom at
0.05 level of significance. Therefore, the null hypothesis which states that “there is no
significance between teacher’s effectiveness and students’ academic performance” is rejected.
Hypothesis Four
Ho: There is no significance between teacher’s skill/expertise and students’ academic
performance
Table14:
Teacher’s Skill on Academic Performance
Variables
Observed Freq. Expected Freq. Total Freq. df
Teachers’
Skill
and
96
Academic
Performance
15
P<0.05;
x2Cal x2Tab Remarks
55.5
111
55.5
4
59.108
9.49 H04:
Rejected
N=111
40
The results show that x2 cal (59.108) is greater than x2 tab (9.49) given 4 degrees of freedom at
0.05 level of significance. Therefore, the null hypothesis which states that “there is no significant
relationship between teacher’s skill and students’ academic performance” is rejected.
SUMMARY OF FINDINGS
Having subjected the data collected to statistical analysis using the Chi-square test method and
simple percentage, the following were found:
1.
A certain degree of qualification must be obtained in order to improve academic
performance.
2.
Students taught by teachers with longer years of experience achieve at a higher level.
3.
Teachers’ success is measured by the value added by the teacher’s effectiveness which in
return improves the students’ academic performance.
4.
A skillful teaching staff is one of the indispensable element of a good school.
DISCUSSION OF FINDINGS
The results of the findings based on each of the four research questions formulated and tested in
the course of this study are discussed as follows:
Findings from research question one show that teacher’s qualification has significant influence
on the academic performance ofstudents. Findings from hypothesis one shows that there is a
considerable positive relationship between teachers’ degree of qualification and students’
academic performance. This supports earlier study by Emezi (1977), Ashton (1996)and Ukeji
(1971). It was found that formal qualification of teachers is an important indicator for their
knowledge and competence in teaching; it has utility in analyzing how well prepared teachers are
41
for what they have to teach in schools.Certified teachers are usually strong and well prepared to
handle large, average or few students in a classroom as they are found to be more successful with
students than teachers without this preparation.With the caliber of population used, it was found
that only qualified teachers know how best to handle students, draw out their intellectual
resources and achieve higher student performance. Thus, qualification is an important indicator
for the knowledge and competence of teachers.
Findings from research question two show that teacher’s experience is highly related to students’
academic performance, as the result of hypothesis two confirms that the alternate hypothesis was
accepted as there is a considerable positive relationship between teachers’ experience and
students’ academic performance. This supports earlier study by Gibbons et al. (1997),
Stringfield&Teddlie (1991) and Mumare& Philip (1981) that concludes that teachers’ experience
and student academic performance are positively correlated as students taught by more
experienced teachers achieve at a higher level, because their teachers have mastered the content
and acquired classroom management skills/expertise to deal with different types of classroom
problems.Experienced teachers are able to concentrate on the most appropriate way to teach
particular topics to different students based on their abilities, prior knowledge and background
using formulated teacher tasks that arise from experience and insight, thus, higher level of
student academic performance is achieved.
Findings from research question three show that teachers’ effectiveness affect the academic
performance of students. The result of hypothesis three also confirms that students taught by
effective teachers had better academic performance. This findings support earlier studies
byJacob&Lefgren (2006), Adediwura&Tayo 2007; Adu&Olatundun 2007; Lockhead&Komenan
1988; Schacter&Thum 2004 and Starr 2002 which state that teachers’ effectiveness involves
42
subject mastery, effective communication, lesson preparation and presentation. 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.The research found that teacher’s
success is measured by the value- added.Classroom management, ICT skills/expertise for
teaching, student discipline and behavior problems, and teaching in a multicultural setting will
make it possible for the students to be on the same footing academically not minding where the
school is located.
Findings from research question four show that there was a significant effect of teachers’ skill on
students’ academic performance because findings from hypothesis four is in line with the
alternate hypothesis was accepted as there is a considerable positive relationship between
teachers’ skill and students’ academic performance. These findings support earlier study
byAkiri&Ugborugbo
(2009),Schacter&Thum
(2004),
Adediwura&Tayo
(2007)
and
Adu&Olatundun, (2007). As a multidimensional construct, teaching encompasses numerous
interconnected elements towards transformation of knowledge to learners. Previous studies
conducted reveal that different elements of teacher skills/expertise include teacher’s subject
knowledge, teaching skills/expertise, teacher attitude and teacher attendance. The ability to
respond to students as individuals is a central skill of successful teaching.
Individual’s
responsibilities build trust in the teacher-student relationship.A skillful teaching staff is one of
the indispensable element of a good school. Good instruction depends on good teachers; showing
interest in their students, being a master of his subject and using meaningful praise to keep
students actively participating in the learning process.
43
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
SUMMARY OF THE STUDY
The study investigates the influence of teachers’ characteristics on student academic
performance in selected senior secondary school in the Lagos metropolis. The specific objectives
of the study were to determine, if the qualification of teachers have an effect on the academic
performance of students, find out if teaching experience is related to academic performance of
students, examine the relationship between teachers classroom effectiveness and students’
academic performance and ascertain the influence of teachers skills/expertise on the academic
performance of students.Four research questions and four hypotheses were raised to guide the
study.
Relevant Literature were reviewed which include Teachers’ Qualification and Academic
Performance, Influence of Lack of Qualified Teachers in Our Secondary Schools, Teacher
Experience and Academic Performance, The Place of Qualified Teachers as a Factor in Effective
Teaching among others.
Descriptive survey research design was adopted for the study. The population of the study
comprised SeniorSecondary School teachers in Education District IV of Lagos state.Simple
random sampling technique was employed to get 120 participants. The analysis of data was done
using simple percentages while the stated hypotheses were tested with Chi square.
The following are the summary of the major findings:
44
1.
The findings of the study revealed that qualification must be obtained in order to improve
academic performance.
2.
The result of analysis indicates that students taught by experienced teachers have better
academic performance.
3.
The result of analysis shows that there is significance between teacher’s effectiveness and
students’ academic performance.
4.
The findings of the study show that there is significance between teachers’ skill/ expertise
on students’ academic performance.
CONCLUSION
From the results presented in chapter four above, the following were found:
The study shows a strong positive relationship between teachers’ characteristics and academic
performance.
Formal qualification of teachers is an important indicator for their knowledge and competence in
teaching. Trained and qualified teachers are more successful with students as the quality of this
training makes or mar the end product of a teacher’s job. Fully prepared and certified teachers
know how best to handle students and draw out their intellectual resources.
Qualified teachers bring prestige to a school as their efforts bring about increased student
performance.
People trace students’ performance to their teachers. Experienced teachers pass across
knowledge and information which students do not possess by formulating teaching tasks using
insight and experience. Hence, students taught by teachers with longer years of experience
achieve at a higher level.
45
Effectively managed classrooms, elementary ICT skills/expertise, proper behaviour and
discipline in a multicultural setting are significant for students to perform well academically.
A teacher must be a master of his subject, show interest in the students and keep students
actively participating in the learning process, hence, unfolding and recollecting knowledge in the
process.
There can never be good students’ performance without quality staff.
Major emphasis is laid on evaluating students’ ongoing work, classroom tests and participation
in National or state achievement tests E.g. Mathematics, Arts and Essay Writing competitions.
A poor performance means a performance below previous achievement level while a good
performance is one above previous achievement level of the student.
Teachers must demonstrate the correct way to solve a problem, give students time to develop
answers that may be incorrect as students learn best by finding solutions to problems on their
own.
The research has brought to light that the mind of a student is a clean slate on which the teacher
can imprint upon through communication and how much students learn depend on how much
background knowledge they have.
RECOMMENDATIONS
In view of the findings, the following recommendations are made:

Schools should employ qualified teachers in relation to subject learnt/their subject area.

Preference should be given to teachers with longer years of experience as they stay more
on the job.

Teachers should consider having a full understanding of the school curricula and imbibe
these characteristics needed to influence academic performance. Teachers’ should not see
46
cases of very low performing students as hopeless but should still have high expectations
for students’ academic performance by investing more time on those students.

Parents should support student academic performance by being more involved in what
their children do, such as, assisting in take home assignments, showing interest in what
they learnt that day or at weekends and engaging in discussions about their experiences in
school thereby increasing their desire to do well in school.

The government should look into the review of teachers’ pay; when teachers are well
paid, they have increased job satisfaction.

Schools should use this research as a guide line for recruiting teachers and also help
already recruited teachers in improving their teaching methods and eliminate the use of
special assistance for their selfish interests. When this is achieved, students would be
forced to read and pass on merits.

Also, awards should be presented by schools and even the Ministry of Education to
recognize and appreciate the contributions of hardworking teachers.
With this, the issue of declining academic performance will be brought to the barest
minimum.
SUGGESTIONS FOR FURTHER READING/RESEARCH
It is suggested that further studies should cover other characteristics not covered by this study
and extended to other variables that affect student academic performance.
The effect of other variables on academic performance and the views of participants from other
parts of the country could not be ascertained given the limitation of the research work, hence the
need for further research.
47
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56
APPENDIX
Faculty of Education
University of Lagos
Akoka, Yaba,
Lagos.
Dear Sir/Ma,
QUESTIONNAIRE COMPLETION
I am a student of the above-named institution and conducting a research on, the effect of
teachers’ characteristics on students’ academic performance.
You have been selected to participate in the survey. The exercise is purely academic and a
requirement in partial fulfillment for the award of post-graduate diploma degree in education.
Please read all the questions carefully and be as sincere as possible in your response. All
information supplied shall be treated as strictly confidential.
Thanks for your understanding and assistance.
Mpamah, A. O.
Researcher
57
Background Information
1. Are you a female or male?
Female [
]
Male [
]
2. What is your employment status?
Full time [
]
Part-time [
]
3. How old are you?
Under 25 [
] 25-29 [
]
30-39 [
]
40-49 [
]
50-59 [
]
60+ [
]
]20+ [
]
4. What is the highest level of formal education that you have completed?
NCE [
] B.A/B.ED [
] Post graduate degree/Masters [ ]PHD [
]
5. How long have you been working as a teacher?
1-2yrs [
]
3-5yrs [
]
6-10yrs [
] 11-15yrs [
58
] 16-20yrs [
SECTION B
Please use the keys provided to answer the following questions. Check one key for each
question
Keys:
SA:
Strongly Agree
A:
Agree
U:
Undecided
D:
Disagree
SD:
Strongly Disagree
S/N
1.
Statement
SA
There can never be good students’ performance without
quality staff
2.
The teaching process helps to recollect or unfold knowledge
3.
Meaningful praise gets and keep students actively
participating in the learning process
4.
Teachers must show interest in their students
5.
When students have not learned, then the teacher has not
taught
6.
A teacher must be a master of his subject
59
A
U
D
SD
S/N
Statement
No
Low level
Moderate
High level of
significance
of
level of
significance
significance significance
7.
Classroom management
8.
ICT skills/expertise for
teaching
9.
Student discipline and
behavior problems
10.
Teaching in a multicultural
setting
S/N
11.
Statement
SA
A
U
D
The teacher possesses all knowledge and information
which students do not possess
12.
The teacher formulates teaching tasks by his own
experiences and insight
13.
People always trace students’ performance to their
teachers
14.
Students taught by more experienced teachers achieve at
a higher level
S/N Statement
15.
SA
Qualified teachers will know how best to handle
students and draw out their intellectual resources
16.
The quality of a teacher’s training makes or mars the
end product of his job as a teacher.
17.
Teachers with higher certifications receive higher
ratings and students’ performance than those with
less certifications
60
A
U
D
SD
SD
18.
Fully prepared and certified teachers are more
successful with students than teachers without this
preparation
19.
Formal qualification of teachers is an important
indicator for their knowledge and competence in
teaching
S/N
Statement
Major
Some
emphasis emphasis
20.
Evaluation of students’ ongoing work
21.
Classroom tests
22.
National or state achievement tests
61
Little or no
emphasis
SECTION C: TEACHING PRACTICES, BELIEFS AND ATTITUDES
Instruction: Please use the keys provided to answer the following questions
Keys:
SA:
Strongly Agree
A:
Agree
U:
Undecided
D:
Disagree
SD:
Strongly Disagree
S/N
23.
Statement
SA
Effective/good teachers demonstrate the correct way to
solve a problem
24.
Poor performance means a performance below previous
achievement level of the student
25.
Teachers should not wait for students to develop answers
that maybe incorrect when they can just explain the
answers directly
26.
Students learn best by finding solutions to problems on
their own
27.
Good performance means a performance above previous
achievement level of the student
28.
The mind of a child is a clean slate on which the teacher
can imprint upon through communication
29.
How much students learn depends on how much
background knowledge they have
62
A
U
D
SD