EFFECT OF TEACHERS PROFESSIONALISM ON STUDENTS’ ACADEMIC PERFORMANCE IN ENGLISH
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ABSTRACT
The study examined effect of teachers’ professionalism on students’ academic performance in English, a case study of public secondary schools in Jalingo Local Government area of Taraba State. The study employed the survey design and the purposive sampling technique to select 300 students from SSS 1-3 level. A well-constructed questionnaire, which was adjudged valid and reliable, was used for collection of data from the respondents.
The data obtained through the administration of the questionnaires was analyzed using the Pearson correlation analysis. The results showed that there is positive and significant relationship between teachers’ personality and students’ academic performance in English Language (r=0.772; p<0.05). Teacher-students’ interaction and students’ academic performance in English Language (r=.896; p<0.05).
Teachers’ action and students’ disposition towards the study of English Language (r=0.772; p<0.05). The study concluded that teachers professionalism has a significant impact on student academic performance in English Language in the selected public secondary schools in Jalingo Local Government Area.
The study suggested that; A recommended number of years could be specified for teachers as mandatory to acquire additional academic qualifications in their area of specialization (English); All students (especially art students) should be encouraged to offer English and literature as this will enhance their performance in English language and other art subjects; Teachers of English and literature should explore the right strategies to teach the subject so that students will understand and apply the knowledge in other subject areas.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Education is a continuous process in human life. It is the process of training, imparting and developing the knowledge, skills, abilities, mind and character of the people (Olaniyonu, 2008). Education is equally the process of harnessing and exploring the inherent and latent abilities of individuals for their personal development in particular and national development in entirety.
Meaningful improvements in the quality of education that students receive are determined by the quality of their teachers. Hence, quality teaching and learning are indispensable for students’ academic performance (Anderson, 1991). For a country like Nigeria that strives to achieve rapid technological advancement, academic performance in English Language is key to the accomplishment of this goal.
English language is an indispensable tool of expression and communication in which all other subjects are taught. A number of scholars that adduced the role that language played in the development experience of nations such as USA, Britain, Canada, Australia and the like, have advocated for the use of English Language in teaching critical subjects like Mathematics, Biology, Physics, Chemistry, Geography, etc, in Nigerian secondary schools.
This suggestion was made to tackle the menace of poor academic performance of students in Senior Secondary Certificate Examination (SSCE) over years. One of the teacher-variables which contribute substantially to students’ academic performance is the level of teachers’ professionalism. Teachers’ professionalism portrays the intellectual, social and emotional stability of the teachers, love for students, ability to inspire students and positive attitude towards the teaching profession (Afe, 2003).
Teachers’ professionalism is a measure of the extent of realization of the instructional objectives. It is the net growth in intellectual aptitude and skills as measured by the students’ academic performance (Afe, 2003; Evans, 2006). Teachers’ professionalism is the single-largest contributor to students’ success. It outclasses other factors which influence students’ performance such as class size, gender and the socioeconomic status of the students.
Over the years, teaching which used to be a respectful profession has been taken over by impostors who lack proper qualifications and experience to teach. The condition of mass unemployment in Nigeria have resorted graduates that have no specialty in education to teach, just to earn a means of livelihood. These unqualified teachers view teaching as a stop-gap which should be jettisoned as soon as they get their dream jobs.
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Qualified teachers are teachers who have obtained relevant training in education for their teaching subjects up to a minimum level (Olaniyonu, 2008). For instance, an English graduate who teaches English Language is regarded as an unqualified teacher as he did not receive training in English education as the case may be. Such unqualified and unprofessional teachers are not conversant with the complexities of teaching; they have little or no motivational level and remained unbothered about their teaching efficiency.
Teachings’ qualification and experience have been found to have positive impact on students’ academic performance. The experience of a teacher is adjudged based on his number of years in the teaching profession. It is generally believed that teachers with high years of teaching experience would have become more knowledgeable to stimulate the academic performance of their students. When teachers have little or no experience in teaching, their effectiveness and efficiency in the service delivery to their students will be adversely affected and by extension, the academic performance of students will similarly be deterred.
The controversy over the poor quality of education in Nigeria has been a burning issue over the past decade and currently in this 21st century. Poor academic performance of students have been attributed to several factors which include high teacher-student ratio, shortage of qualified and experienced teaching staff, poor quality of educational leadership, political instability, politicization of educational programme, uncomfortable teaching and learning environment and inadequate educational facilities (Evans, 2006; Ewetan, 2010).
One of the essential requirements to develop good schools with high academic performance is the regular supply of human and material resources. There are a lot of states in Nigeria where the percentage of unqualified teachers in primary and secondary schools is as high as 80% (Daso, 2013). Thus, the high percentage of unqualified teachers in public secondary schools is a major factor attributable to poor academic performance among students.
A major indicator of this poor performance is the disappointing results of students in Senior Secondary Council Examination (SSCE) in Nigeria over years. The dismal performance of students in SSCE is connected to the decline in the quality of teaching and learning. Better students’ results are the main indicator of the efficiency, effectiveness, competency and professionalism of teachers.
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