ASSESSMENT OF TEACHERS‘ PERSONALITY AND QUALIFICATION AS MOTIVATING FACTORS TO STUDENTS‘ LEARNING SOCIAL STUDIES IN COLLEGES OF EDUCATION IN NORTH-WEST ZONE, NIGERIA

ABSTRACT

This study assessed Social Studies Teachers‘ Personality and Qualification and their motivational consequences on the academic performance of Social Studies Students in Colleges of Education in North western Nigeria. The study was guided by Eight (8) Objectives, Research Questions and Null hypotheses each. Survey research method was adopted as the design of the study. The entire population of the study consisted of 7,641.Out of which 196 Teachers, 3,762 NCE II and 3,683 NCE III students were sampled for the study. Questionnaire titled: Assessment of Teachers‘ Personality and Qualification as Motivating factors to Students‘ Learning (ATQQ) was developed by the researcher through which data for the study was subjected to the use of Statistical Package for the Social Sciences (SPSS) in computing the descriptive statistics of means and standard deviations to answer the research questions and inferential statistics of the independent samples t-test to test the Null hypotheses. Also, One Way Analysis of Variance (ANOVA) was used in the research in order to test the last two independent samples t-test on gender and different qualifications of the respondents. The analysis of the results indicated that no significance difference was found in the opinion of males and females NCE Students of Social Studies on Teachers‘ Personality and Qualifications as motivating factors to Learning Social studies in Colleges of Education North west zone as the major finding. The finding established that based on teachers‘ degree of motivation, NCE female students are lagging behind as a result of gender and feminine related factors. The research supported the importance of building positive personality relationship between teachers and NCE students in the areas of achievement motivation regardless of gender differences. The findings also indicated that unqualified teacher syndrome negate the academic achievement of the students in colleges of education. Therefore, academic status of teachers should be placed on social studies professionals as against other experts in teaching of Social Studies in Colleges of Education. This is to enable