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FACTORS CONTRIBUTING TO TEACHERS’ ATTITUDE TO WORK IN RELATION TO STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Teachers occupy every significant role in each country’s educational system, as the system is entirely dependent on their numbers, quality, and dedication to study. Teachers have a variety of responsibilities in our school’s excellent teaching and learning (Matthew, 2015). They are expected to serve as both community advocates and academic specialists. Thus, the manner in which a teacher carries out his or her tasks and obligations in order to accomplish the school’s objectives is seen as the instructors’ roles. A teacher is viewed as a manifestation of knowledge.

He/she has complete authority in the classroom, and his/her role requires that he/she use his/her freedom with maturity and a sense of responsibility. He is required to attend to the specific needs of the children entrusted to his/her care and to maintain a reasonable level of discipline in the classroom (Tim, 2010). Teachers write reports, disseminate instructional materials, and maintain instructional materials and other equipment. The value and relevance of providing parents with a comprehensive and detailed progress report on their children cannot be overstated.

Teachers are seen as wise in social functions. They are viewed as thought leaders, counselors, or consultants. As a result, the community looks to teachers to assist it in realizing its vision.

According to Matthew, (2015), however, the pursuit of financial gain and a get rich quick mindset appears to have displaced the instructors’ long-held traditional attitude of hard labor and commitment to responsibility. Selfishness and excessive ambition have now become the norm. Numerous teachers refuse to embrace the finest approach to work that would permit them.

Teachers have lost interest in or commitment to their employment. This worsening tendency is especially noticeable in metropolitan areas, where the level of sophistication appears to be devoted to the wicked speed.

Shagari (2012) remarked that Nigeria’s attitude toward labor is the worst in the world and that if every Nigerian were willing to work an honest day’s work for an honest day’s pay, Nigeria might do great things in every field of human endeavor. Since ancient times, teaching, which is universally recognized as a noble profession, has been the talk of the town; the average man on the street now laments the apparent decline in the level of education in our society, which they typically ascribe to the instructors’ attitude toward work. The grade of education is deteriorating daily as a result of instructors’ indifferent attitude toward their profession. Certain upright Nigerians are concerned about this situation. As a result, one is tempted to conclude that instructors’ attitudes about employment should be reconsidered (Shagari 2012).

The researcher will thus explore variables impacting secondary school teachers’ attitudes toward work in Ebonyi State and will attempt to resolve any discovered concerns.

1.2 STATEMENT OF THE PROBLEM

Given the plethora of problems affecting students academic performance, the imperative of widespread awareness has become critical. Numerous studies have revealed low student enrollment in institutes of higher learning’s due to poor academic performance. This issue has been linked to ineffective teachers attitude. While some studies claim that the lack of certified teachers is the primary source of the problem, others say that teachers’ callous and indifferent attitudes contribute to the problem. Ekperi (2018) found that students’ performance on external examinations has shown a consistent declining trend generally. The West African Examination Council (WAEC) reported a 44.07 percent failure rate in 2000, 43.02 percent in 2001, 42.6 percent in 2002, 33.0 percent in 2003, and only 29.27 percent in 2014, suggesting a 70.73 percent failure rate. In 2015, less than 42.6 percent of students who registered and appeared for the examination (WAEC, 2015).

1.3 OBJECTIVES OF THE STUDY

The broad objective of this study is to examine the factors contributing to teachers’ attitude to work in relation to students’ performance in secondary schools. Specifically, this study seeks to:

i.          To determine the extent teachers’ attitude to work affects students’ performance in secondary schools.

ii.        To ascertain the factors affecting secondary school teachers’ attitudes to work.

iii.      To examine the effects of teachers’ attitudes on students academic performance.

iv.      To examine ways to improve teachers’ attitude to work in relation to students academic performance.

1.4 RESEARCH QUESTIONS

The following research questions will be answered in this study:

i.          To what extent does teachers’ attitude to work affects students’ performance in secondary schools?

ii.        What are the factors affecting secondary school teachers’ attitudes to work?

iii.      What are the effects of teachers’ attitudes on students academic performance?

iv.      What are the ways to improve teachers’ attitude to work in relation to students academic performance?

1.5 SIGNIFICANCE OF THE STUDY

This study will shed light on the causes for teachers’ complete lack of enthusiasm, commitment, and attention to their jobs. By doing so, the erosion of confidence and disruption of all educational standards will be halted.

On the government side, inconsistent salary payments and a complete lack of commitment to resolving teacher and student difficulties will be addressed. Government motivation of teachers and implementation of in-service training programs for incompetent teachers will assist them in growing and improving the standard quality of their performance in the school and classroom. If this is accomplished, it will not be long before the falling standard of education and serious erosion of society’s confidence in contemporary education are reversed.

1.6 SCOPE OF THE STUDY

This study is focused on factors contributing to teachers’ attitude to work in relation to students’ performance in secondary schools. Specifically, the study will focus on determining the extent teachers’ attitude to work affects students’ performance in secondary schools, ascertaining the factors affecting secondary school teachers’ attitudes to work, examining the effects of teachers’ attitudes on students academic performance and examining ways to improve teachers’ attitude to work in relation to students academic performance.

Teachers and students of selected secondary schools in Abakaliki, Ebonyi State will be the respondents of this study.

1.7 LIMITATIONS OF THE STUDY

As with any human endeavor, the researcher experienced small impediments while performing the study. Due to the scarcity of literature on the subject as a result of the discourse’s nature, the researcher incurred additional financial expenses and spent additional time sourcing for relevant materials, literature, or information, as well as during the data collection process, which is why the researcher chose a small sample size. Additionally, the researcher conducted this inquiry in conjunction with other scholarly pursuits. Additionally, because only a small number of respondents were chosen to complete the research instrument, the results cannot be applied to other secondary schools outside the state. Regardless of the limits faced throughout the investigation, all aspects were reduced to ensure the best outcomes and the most productive research.

1.8 DEFINITION OF TERMS

Factors: A circumstance, fact, or influence that contributes to a result.

Attitude: Attitude is a psychological construct, a mental and emotional entity that inheres in or characterizes a person.

Academic performance: Is the measurement of student achievement across various academic subjects.

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Full Project – FACTORS CONTRIBUTING TO TEACHERS’ ATTITUDE TO WORK IN RELATION TO STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS