TEACHERS ATTITUDE ON ACADEMIC PERFORMANCE OF PUPILS IN EARLY CHILDHOOD EDUCATION
ABSTRACT
Attitude is important in all aspects of life, including the profession of teaching. This project investigated how teachers’ attitudes influence students’ academic performance in Early Childhood Education. It is restricted to pre-primary schools in Lagos state’s Mushin Local Government Area.
The sample population consisted of 200 teachers drawn from the aforementioned local government area’s ten pre-primary schools. In data analysis, the Chi-square statistical tool was used. Among other things, the following recommendations were made: The National Policy on Education should be revised to include, among other things, the education of the Nigerian child between the ages of 0 and 2 years.
The government must establish free pre-primary schools for all Nigerian children of the required age. More pre-primary Teacher Education Schools should be established in order to produce the required number of teachers, and steps should be taken to ensure adequate teacher preparation.
A uniform curriculum tailored to the needs of Nigerian children from various backgrounds should be developed and implemented in both government-run schools and private schools. The school environment should be made conducive to teaching and learning by providing a well-motivated workforce and putting in place the necessary equipment and facilities; adequate supervision should be provided to ensure that objectives are met.
CHAPTER ONE
INTRODUCTION
1.1 The Study’s Historical Context
Teaching is an art as well as a science. It is an instrumental, practical art, not a fine art, according to him. That is, teaching “requires improvisation, spontaneity, and the handling of a vast array of considerations of form, style, pace, rhythm, and appropriateness in ways so complex that even computers must get lost” (Anyanwu, 2000).
According to Tumble (2003), the teaching process is too complex, with an almost infinite variety of circumstances, subjects, student groups, and age groups, to be reduced to simple how-to-do-it recipes.
According to Gage (2004), teaching can and should have a scientific foundation. Science is concerned with the relationships that exist between input (independent) variables and output (dependent variables). According to Ernest (1990), there has been a substantial amount of good research that relates teaching and administrative practices to students’ achievement as well as motivation, attitudes, and self-esteem.
An effective, successful teacher would, ideally, create a good academic atmosphere and positive school attitudes, maintain high academic engagement, and successfully manage the classroom to prevent inattentive, off-task, and disruptive behavior.
However, misbehavior is unavoidable, and the teacher must prepare for it ahead of time (Berliner 2001). Orientation by the teacher, which often includes a review of home work, a review of previous materials and skills, an explanation of the purposes and objectives of the new material,
and a statement of the relationship of the current lesson to previous material, is required for children to learn new material. According to Asubel (2005), such orientation or comments serve as advance organizers that make it easier for children to relate to what they already know, making them more learnable.
Many teacher characteristics and teaching patterns, that is, effective teaching, are associated with higher child achievement and/or improved school attitudes. Most are concerned with improving classroom climate, management and feedback and reinforcement practices, participation in self improvement, and improvement of other teaching practices that increase students’ engagement and content courage and improve organization, structuring, and clarity, expectations, or children’s interest and motivation (Ayo, 2000).
In the classroom, the teacher’s personality is extremely important. According to Musson (2004), the teacher’s personality, which includes his emotion, motivation, values, goals, and general ways of perceiving his environment, has been molded and processed through training to the point where he can be relied on as a teacher. This also includes the manner in which one should and should not conduct oneself as a member of the teaching professions.
Scholarship, cheerfulness, firmness, tolerance, democratic attitude, impartibility, loyalty, knowledge of the child’s psychology, honesty, self discipline, sociability, creativity, resourcefulness, neatness, good sense of humor, simplicity, adaptability, and
other qualities of the teacher, according to Akande (1999), can affect his performance at work and pupils’ academic achievement. Aside from all of this, teachers should be well-versed in theoretical knowledge of learning and human behavior. He should have teaching technical skills that facilitate students’ learning achievement (Adeleke, 2002).
Furthermore, a teacher should have attitudes that promote learning and good human relationships, as well as complete mastery of his or her subject matter, as this will improve both his or her teaching and the academic achievement of his or her students.
Gourneau (2005) identified five attitudes of effective teachers that may affect students’ academic performance in his work, and they are as follows:
1. Demonstrating Concern and Kindness
2. Responsibility Sharing
3. Accepting Diversity with Sensitivity
4. Promoting Individualized Instruction
5. Encouragement of Creativity
Gourneau reiterated that the components of students’ academic performance that are influenced by teachers’ attitudes should be tested, based on teachers’ possession or lack of possession of the aforementioned factors; and this is the theoretical framework that this study will use.
1.2 Formulation of the Problem
Attitude is an essential component of human personality. According to Bartlett(2000), a positive attitude consists of characteristics such as zeal, love for one’s job, and a desire to improve. These qualities cannot be overstated in the teaching profession. The inverse of the aforementioned characteristics, namely indifference, dislike for the job, and a lack of desire to improve, may, needless to say, have negative consequences for the job. The goal of this study is to investigate the effects of teachers’ attitudes on students’ academic performance in early childhood education.
1.3 Purpose of the Research
The goal of this study is to discover teachers’ attitudes toward students’ academic performance in early childhood education in Lagos State’s Ikeja Local Government Area.
The study’s other specific goals are as follows:
1. To determine the effects of teachers’ personalities on academic performance.
2. To identify fundamental teacher attitudes that improve academic performance.
3. To identify the aspects of teachers’ personalities that need to be improved.
4. To identify aspects of teachers’ attitudes that are detrimental to students’ academic performance.
1.4 Questions for Further Research
In this study, the following research questions will be posed.
1. What are the effects of teachers’ personalities on academic performance?
2. What are the fundamental teacher attitudes that promote students’ academic achievement?
3. What are the aspects of teachers’ personalities that need to be improved?
4. What are the aspects of teachers’ attitudes that are detrimental to students’ academic performance?
1.5 Hypotheses for Research
In this study, the following hypotheses were developed and tested:
1. Teachers’ personal lives will not have a significant impact on their students’ academic performance.
2. Teachers’ negative personality traits will not have a significant impact on students’ academic performance.
3. Teachers’ work attitudes have no discernible impact on students’ academic performance.
1.6 Importance of the Research
1. Teachers would benefit from this study because its findings and recommendations will guide them on how to become effective teachers with good personalities. The findings of this study will also assist teachers in gaining a better understanding of the essence of good behavior in the teaching profession.
2. This study will help future researchers carry out additional research on the issues addressed in this study. This work will also be very important to researchers and readers because it will serve as a reference material for their work.
3. Pupils would benefit from the findings and recommendations of this work because it would encourage them to work hard, identify teachers perceived to be good or bad in the school, and the recommendations of this study would assist pupils/children in changing their attitudes toward their studies.
4. This study will greatly benefit society as a whole, including parents, school administrators, and so on.
1.7 Scope of the Research
This study looks at teachers’ attitudes toward students’ academic performance in early childhood education in Mushin Local Government Area, Lagos State.
1.8Terms Definition
Teaching styles are an all-encompassing concept that refers to the teacher’s methods of getting students to learn through structured methodology.
Early childhood education: This refers to formal education received between the ages of 0 and 8 years.
Teaching effectiveness: A teacher’s ability to achieve the stated objectives at the end of a lesson.
Teaching methods: The ways or methods used by the teacher to teach.
Do You Have New or Fresh Topic? Send Us Your Topic
TEACHERS ATTITUDE ON ACADEMIC PERFORMANCE OF PUPILS IN EARLY CHILDHOOD EDUCATION
INSTRUCTIONS AFTER PAYMENT
- 1.Your Full name
- 2. Your Active Email Address
- 3. Your Phone Number
- 4. Amount Paid
- 5. Project Topic
- 6. Location you made payment from