Project – Relationship between teachers personality and children motivation to learn in nursery schools in AMAC.

CHAPTER ONE

INTRODUCTION

• Background to the Study

The relationship between teachers’ personalities and children’s motivation to learn in nursery schools is a multifaceted topic that has garnered significant attention in educational research. In the context of the Abuja Municipal Area Council (AMAC), this relationship is particularly crucial given the diverse socio-economic backgrounds of the children. Teachers in nursery schools play a pivotal role in shaping the early educational experiences of children, and their personalities can significantly influence children’s motivation to learn. According to a study by Jennings and Greenberg (2009), teachers’ social-emotional competence and well-being are directly linked to their ability to create a positive learning environment, which in turn affects children’s motivation and engagement in learning activities.

One of the key aspects of teachers’ personalities that impact children’s motivation is their level of enthusiasm and passion for teaching. Enthusiastic teachers are more likely to engage children in learning activities, making the learning process enjoyable and stimulating. This is supported by the work of Patrick, Hisley, and Kempler (2000), who found that teachers’ enthusiasm positively correlates with students’ intrinsic motivation to learn. In the context of nursery schools in AMAC, where children are at a critical stage of developing their attitudes towards learning, the presence of enthusiastic teachers can foster a love for learning that persists throughout their educational journey.

Another important personality trait is the teacher’s ability to exhibit empathy and understanding towards their students. Empathetic teachers are better equipped to recognize and respond to the individual needs of each child, creating a supportive and nurturing learning environment. This is particularly important in nursery schools, where children are still developing their social and emotional skills. A study by Wentzel (1997) highlights that students who perceive their teachers as caring and supportive are more likely to be motivated to learn and perform better academically. In AMAC, where classrooms may be diverse and include children with varying needs, the ability of teachers to demonstrate empathy can significantly enhance children’s motivation to learn.

The teacher’s personality also influences the classroom climate, which is a critical factor in children’s motivation to learn. A positive classroom climate, characterized by mutual respect, encouragement, and a sense of belonging, can motivate children to engage actively in learning activities. Research by Hamre and Pianta (2005) indicates that positive teacher-student relationships are associated with higher levels of student engagement and motivation. In the context of nursery schools in AMAC, where children are just beginning their educational journey, a positive classroom climate can lay the foundation for a lifelong love of learning.

Furthermore, teachers’ personalities can affect their teaching styles and strategies, which in turn influence children’s motivation to learn. Teachers who are open-minded and flexible are more likely to adopt innovative and child-centered teaching approaches that cater to the diverse learning needs of children. According to a study by Furrer and Skinner (2003), children are more motivated to learn when they feel that their individual learning needs are being met. In AMAC, where nursery schools may have children with different learning styles and abilities, teachers who are adaptable and creative in their teaching methods can significantly enhance children’s motivation to learn.

In conclusion, the relationship between teachers’ personalities and children’s motivation to learn in nursery schools in AMAC is complex and multifaceted. Teachers’ enthusiasm, empathy, ability to create a positive classroom climate, and flexibility in teaching methods all play crucial roles in motivating children to learn. As such, it is essential for teacher training programs in AMAC to emphasize the development of these personality traits and skills to ensure that teachers are well-equipped to foster a motivating and engaging learning environment for young children. Future research could further explore the specific personality traits that are most effective in enhancing children’s motivation to learn in different cultural and socio-economic contexts within AMAC.

1.2. Statement of the Problem

The relationship between teachers’ personalities and children’s motivation to learn in nursery schools within the Abuja Municipal Area Council (AMAC) is a critical area of investigation. This issue is particularly significant given the foundational role that early childhood education plays in shaping future academic and social outcomes. Despite the recognized importance of early education, there is a noticeable gap in understanding how the personal attributes of teachers influence the enthusiasm and engagement of young learners. This gap presents a problem that needs to be addressed to enhance educational strategies and outcomes in nursery schools.

One of the primary concerns is that the current educational frameworks in AMAC may not adequately consider the impact of teachers’ personalities on children’s learning motivation. Teachers’ traits such as empathy, enthusiasm, patience, and communication skills can significantly affect how children perceive learning and their willingness to engage in educational activities. If these personality traits are not aligned with the needs of young learners, it could lead to a lack of motivation, reduced participation, and ultimately, poorer educational outcomes. This misalignment poses a problem for educational stakeholders who aim to foster a conducive learning environment.

Furthermore, the problem is exacerbated by the lack of professional development programs that focus on enhancing teachers’ interpersonal skills and personality traits. While academic qualifications and teaching methodologies are often emphasized, the personal development of teachers is frequently overlooked. This oversight can result in a workforce that is technically proficient but lacks the personal qualities necessary to inspire and motivate young children. Addressing this issue is crucial for developing a holistic approach to early childhood education in AMAC.

Another dimension of the problem is the variability in teachers’ personalities and the inconsistent impact this has on children’s motivation across different nursery schools. Some children may thrive under the guidance of a nurturing and enthusiastic teacher, while others may struggle if their teacher lacks these qualities. This inconsistency can lead to unequal learning opportunities and outcomes for children within the same educational system. Identifying and addressing these disparities is essential for ensuring that all children in AMAC have access to high-quality early education.

Additionally, the problem extends to the broader community and parental expectations. Parents in AMAC may have varying perceptions of what constitutes an effective teacher, often focusing on academic results rather than the personal attributes that contribute to a child’s motivation to learn. This misalignment between parental expectations and educational best practices can create additional pressure on teachers and hinder the development of a supportive learning environment. Bridging this gap is necessary for fostering a collaborative approach to early childhood education.

In conclusion, the relationship between teachers’ personalities and children’s motivation to learn in nursery schools in AMAC presents a multifaceted problem that requires comprehensive solutions. Addressing this issue involves not only recognizing the importance of teachers’ personal attributes but also implementing targeted professional development programs, ensuring consistency in educational experiences, and aligning community and parental expectations with educational best practices. By tackling these challenges, stakeholders can create a more motivating and effective learning environment for young children in AMAC.

1.3. Aim and Objectives of the Study

The aim of the study is to examine the relationship between teachers’ personality and children motivation to learn in nursery schools in AMAC. The specific objectives are:

1. To identify the different personality traits exhibited by teachers in nursery schools in AMAC.
2. To assess the level of motivation to learn among children in nursery schools in AMAC.
3. To examine the correlation between teachers’ personality traits and children’s motivation to learn.
4. To explore the impact of teachers’ personality on children’s academic performance in nursery schools in AMAC.

1.4. Research Questions

The research questions are buttressed below:

1. What are the different personality traits exhibited by teachers in nursery schools in AMAC?
2. What is the level of motivation to learn among children in nursery schools in AMAC?
3. Is there a correlation between teachers’ personality traits and children’s motivation to learn?
4. How does teachers’ personality impact children’s academic performance in nursery schools in AMAC?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Teachers’ personality traits have no significant impact on children’s motivation to learn

H1: Teachers’ personality traits have significant impact on children’s motivation to learn

1.6. Significance of the Study

The significance of studying the relationship between teachers’ personalities and children’s motivation to learn in nursery schools within the Abuja Municipal Area Council (AMAC) is multifaceted. Firstly, understanding this relationship can provide valuable insights into early childhood education, a critical period for cognitive, social, and emotional development. Teachers in nursery schools play a pivotal role in shaping the learning environment, and their personalities can significantly influence children’s attitudes towards learning. By examining this relationship, educators and policymakers can identify key personality traits that foster a positive and motivating learning atmosphere, ultimately enhancing educational outcomes for young children.

Secondly, this study can contribute to the professional development of nursery school teachers. By highlighting the impact of specific personality traits on children’s motivation, teacher training programs can be tailored to cultivate these traits. For instance, traits such as patience, enthusiasm, and empathy may be emphasized in training modules, equipping teachers with the skills needed to create engaging and supportive learning environments. This, in turn, can lead to more effective teaching practices and improved student engagement and motivation.

Moreover, the findings of this study can inform the recruitment and selection process of nursery school teachers. Schools and educational institutions can use the insights gained to develop criteria for hiring teachers who possess the personality traits that positively influence children’s motivation to learn. This can ensure that the right individuals are placed in these crucial roles, ultimately benefiting the students and the overall educational system. Additionally, understanding the relationship between teachers’ personalities and children’s motivation can help in creating a more supportive and collaborative school culture, where teachers are encouraged to develop and utilize their unique strengths.

In the context of AMAC, where diverse cultural and socio-economic factors come into play, this study can also shed light on how different personality traits interact with these variables to affect children’s motivation. This can lead to more culturally responsive teaching practices that take into account the unique needs and backgrounds of the students. By addressing these factors, educators can create more inclusive and effective learning environments that cater to the diverse population within AMAC.

Furthermore, this research can have long-term implications for educational policy and curriculum development. Policymakers can use the findings to design policies that support the development of positive teacher-student relationships, which are crucial for fostering motivation and a love for learning from an early age. Curriculum developers can also incorporate strategies that align with the identified personality traits, ensuring that the educational content and delivery methods are conducive to motivating young learners.

Lastly, the significance of this study extends to the broader field of educational psychology. It can contribute to the existing body of knowledge on the factors that influence children’s motivation to learn, providing a foundation for future research. By exploring the intricate dynamics between teachers’ personalities and children’s motivation, this study can pave the way for more comprehensive and nuanced understandings of how to best support young learners in their educational journeys.

1.7. Scope of the Study

The study examines the relationship between teachers’ personality and children motivation to learn in nursery schools in AMAC. A study Abuja Municipal Area Council (AMAC).

1.8.  Operational Definition of Terms

Relationship: A relationship refers to the way in which two or more concepts, objects, or people are connected, or the state of being connected. In the context of this study, it refers to the connection between teachers’ personalities and children’s motivation to learn.

Teachers: Teachers are individuals who provide education to students. They play a crucial role in shaping the academic and social development of children. In nursery schools, teachers are responsible for creating a nurturing and stimulating environment that encourages young children to explore and learn.

Personality: Personality refers to the combination of characteristics or qualities that form an individual’s distinctive character. It includes traits such as temperament, behavior, and emotional patterns. In the context of this study, it pertains to the specific traits and behaviors of teachers that may influence children’s motivation.

Children: Children are young human beings, typically defined as individuals from birth to the age of puberty. In nursery schools, children are usually between the ages of 3 and 5 years old. They are in a critical stage of development where they are highly impressionable and responsive to their environment.

Motivation: Motivation is the reason or reasons one has for acting or behaving in a particular way. It is the driving force behind individuals’ actions, desires, and needs. In educational settings, motivation refers to the interest, enthusiasm, and willingness of children to engage in learning activities.

Learn: To learn is to acquire knowledge or skills through study, experience, or teaching. In nursery schools, learning involves a range of activities designed to develop cognitive, social, and motor skills in young children.

Nursery Schools: Nursery schools, also known as preschools, are educational institutions that provide early childhood education to children before they begin compulsory education at primary school. These schools focus on the holistic development of children through play-based and structured learning activities.

AMAC: AMAC stands for Abuja Municipal Area Council, which is one of the area councils in the Federal Capital Territory of Nigeria. It encompasses the city of Abuja and its surrounding areas. In this context, the study focuses on nursery schools within this specific geographical location.

Project – Relationship between teachers personality and children motivation to learn in nursery schools in AMAC.