THE IMPACT OF TEACHERS EFFECTIVENESS ON PUPILS PERFORMANCE IN PRIMARY SCHOOL

CHAPTER ONE

INTRODUCTION

Background to the Study: It has been theorized that teacher effectiveness is vital to student performance (Darling Hammond, 2010), According to Darling Hammond, effective teachers have expanded topic knowledge, are capable of planning and delivering teaching, can better manage and evaluate classrooms, and encourage student learning more effectively. Other studies, such as Clotfelter, Ladd, and Vigdor (2007), have advocated that successful teachers should employ innovative teaching strategies, pay more attention to student learning, and utilize assessment to modify their methods. These researchers claim that in order for teachers to be successful in enhancing students' performance, they must adopt current teaching and learning approaches, such as the competent base curriculum, which is now being implemented in primary schools and stresses the development of particular essential skills connected to the students' learning environment, as well as ensuring that classroom teaching broadens and deepens the mental horizon of students.

Numerous academics have sought to describe the characteristics of an exceptional teacher. Some have identified commitment and a desire for growth (Slavin et al. 1995), zero tolerance for failure (Anderson and Pellicer, 1998), and self-assurance as a characteristic of effective teachers. According to Ashton and Webb (1986), effective instructors are those who have a feeling of self-efficacy. Overall, teacher effectiveness may be described as the characteristics that help students do well and those that ensure the school's objectives are realized. Any educational institution's objective is to attain school objectives such as maximum output, highest student retention, performance, and graduation. Others have characterized teacher effectiveness in terms of how primary school teachers see it. In their explanation, Coleman et al. (1966) referenced to specific assessments of student, teacher, and classroom factors. This description, on the other hand, is based on the functional viewpoint of education production, where effectiveness is measured by the percentage of students who pass the course.

The discussion on the low academic success of Nigerian students has caught the interest of many. The severity of the issue has resulted in a widely recognized decline in the quality of education in Delta State and Nigeria as a whole. The quality of education is determined by how well educators fulfill their responsibilities. Over time, the academic accomplishment of students on both internal and external examinations served as a criterion for evaluating teacher and instructional quality (Ajao 2001). Teachers have been shown to have a substantial effect on students' academic teacher, and they also have a crucial role in educational success, since they are ultimately responsible for translating policy into action and principles into practice during interactions with students (Afe 2001). Teachers are responsible for both teaching and learning, thus it is not surprising that a great teacher is one who accomplishes the desired outcomes while doing his or her teaching obligations (Uchefuna 2001). It has been determined that the public education system's output in terms of student quality is not proportional to government expenditures. As a result of the documented decline in academic achievement, attitude, and values of secondary school students in public secondary schools, one wonders whether the high failure rates and poor student quality do not reflect the instructional quality of the schools. Teachers' inefficient relationships with students in the classroom may be the cause of observed pupils' low academic performance and Nigeria's often criticized declining educational quality.

1.2 Statement of the Problem

Recent research reaffirms the importance of teachers' effectiveness at all times, since an inept teacher is ineffective for the teaching profession. This inefficiency may be caused not only by teacher qualities such as intellectual ability, poor training, and opposition to current educational approaches, but also by a negative attitude toward the teaching profession and a lack of commitment to professional tasks (Hakielimu, 2008). In addition, classroom environment issues such as a lack of proper teaching and learning resources, the number of students in a classroom, and student characteristics such as family history and learning motivation may contribute to teacher inefficiency. Therefore, it is vital to examine the widely held idea in Nigeria that all that is needed to be a successful teacher is a general degree from a university or institution of education. This is further confirmed by Anyanwu (2021), who argued that being a teacher involves perseverance and dedication towards imparting information to a student, in addition to qualification. Possibly for this reason, unskilled and incompetent teachers continue to work in Nigerian schools, hence aggravating the poor education quality and affecting student performance. In light of this, the purpose of this research is to assess the influence of teacher effectiveness on student performance.

1.3 Objectives of the Study

The main objectives of this study is to examine teachers effectiveness on pupils performance in primary school.

Specifically the study intends to:

1. Examine the level of teacher’s effectiveness among primary school teachers.

2. Determine the factors that influence teachers effectiveness in primary schools.

3. Investigate whether teachers effectiveness hinders pupils academic performance

4. Establish ways on how teachers effectiveness can be improved in Primary schools

1.4 Research Questions

The following reseacrh question was constructed in line with objective to guide the study.

1. What is the level of teacher’s effectiveness among primary school teachers?

2. What are the factors that influence teachers effectiveness in primary schools?

3. Does teachers effectiveness hinders pupils academic performance?

4. What are the ways on how teachers effectiveness can be improved in Primary schools?

1.6 Significance of the Study

Even when research findings have revealed that the crucial that the role of teacher effectiveness in determine students’ performance is one of the topics in field of education that have generated heated argument, the researcher is of the opinion, that results from research findings concerning teacher effectiveness, if appropriately articulated, could be used to initiate structure, to organize classroom atmosphere, to help to increase the students’ skill level and to motivate students in their learning performance. School administrators and government will utilize the findings of this study to make meaningful framework on constant training and retraining of teachers through symposuim, workshop, and seminars as this would enhance teachers effectiveness. Other significance are that, result from such findings, and could be desirable factors for the achievement of schools objectives of which students’ educational achievement forms an important factor. Finally, the findings of this study will contribute the body of empirical literature and as well would serve as a reference source for students or other researchers who might want to carry out their own research on a similar topic.

1.6 Scope of the Study

The scope of this study borders on impact of teachers effectiveness on pupils performance in primary school. The study will further examine the level of teacher’s effectiveness among primary school teachers, determine the factors that influence teachers effectiveness in primary schools., investigate whether teachers effectiveness hinders pupils academic performance and establish ways on how teachers effectiveness can be improved in Primary schools. The study is however delimited to Isuochi Local government Area in Abia State.

1.7 Limitation of the Study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only selected primary schools in Isuochi Local government Area in Abia State. Thus findings of this study cannot be used for generalization for other primary schools in other States within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit, despite the constraint encountered during the research, all factors were downplayed in other to give the best and make the research successful.

1.9 Definition of Terms

Effectiveness:

According to the oxford advanced learner dictionary (2006:469). The term effectiveness refers to produce the result that is wanted or intended, producing successful result

Teacher Effectiveness:

According to Weimer (2013:4) teacher effectiveness refers to the process of cultivating skills, stimulate interest in the subject, motivate student to learn, present material well, make subject interesting, helpful and knowledgeable, intellectual challenging, setting high standard and encourage self-initiated learning.

Student Performance:

According to Pendleton (2005), refers to the mastery of knowledge, skill and attitude which student is supposed to know as a result of instruction.