THE EFFECT OF TEACHERS ATTITUDE ON PRESCHOOL PUPILS ACADEMIC PERFORMANCE
ABSTRACT
The purpose of this study is to look into the impact of teachers’ attitudes on preschool students’ academic performance in selected schools in Lagos State’s Mainland Local Government Area. In addition, some relevant and related literatures were reviewed in this study under different headings.
With the use of a questionnaire and a sampling technique, a descriptive research survey was used to assess the opinions of the respondents. In this study, 200 (two hundred) respondents were chosen to represent the entire study population. In addition, three null hypotheses were developed and tested using the independent t-test statistical tool at the 0.05 level of significance. The following outcomes were obtained at the conclusion of the exercise:
I There is a significant influence of teachers’ lifestyles on students’ academic performance in school;
ii) there is a significant difference in the behavior of students taught by good teachers and those taught by bad teachers in the school;
iii) There is no statistically significant difference between the teaching of well-behaved teachers and that of poorly behaved teachers in the classroom.
CHAPTER ONE
INTRODUCTION
1.1 The Study’s Background
Teaching is an art as well as a science. Anyanwu (2000) defines it as an instrumental, practical art rather than a fine art. 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, impartiality, 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.
1.2 Formulation of the Problem
It is axiomatic that the teacher shapes character in the classroom. This is due to his constant presence with the child. Nonetheless, the teacher’s life style is critical to the child’s effective learnability. This is because if the teachers’ personalities are negative, they will have a negative impact on the child’s behavior and academic performance.
As a result, a teacher who is humane, democratic, adaptable, sociable, creative, resourceful, humorous, neat, disciplined, scholarly, tolerant, knowledgeable, and so on will undoubtedly influence the children’s attitudes toward learning.
However, if the teacher is unsociable, lacks knowledge of what to teach, and lacks the methodology for teaching, he or she will fail to carry out the effective teaching and learning process in the school.
Furthermore, if the teacher lacks knowledge of child psychology, is not cheerful, creative, or resourceful, lacks self-discipline, and is not firm or tolerant, he or she will struggle to adapt to the teaching profession, and his or her students will have a negative perception of their academic work.
Children who are taught by teachers who lack positive characteristics, for example, will exhibit or manifest a negative attitude toward work both at school and at home. Students who are taught by a lazy and highly maladjusted teacher will inevitably become lazy and maladjusted, affecting their academic work and resulting in low or poor academic achievement in school.
1.3 The Study’s Purpose
The goal of this study is to determine the impact of teachers’ attitudes on preschool students’ academic performance in selected schools in Lagos State’s Mainland Local Government Area.
The study’s other specific objectives are as follows:
2. Determine whether teachers’ personal lives have an impact on their students’ academic performance at school.
3. Determine whether there is a difference in the attitudes of students taught by teachers who are perceived to have a good life style and those who are perceived to have a bad life style.
4. Determine whether there is a difference in the teaching of well-behaved teachers versus those who are not.
5. Determine whether the teacher’s personality influences students’ social adjustment in school.
1.4 Research Concerns
In this study, the following research questions were posed.
1. Does the way teachers live affect their students’ academic performance?
2. Will there be a significant difference in the behavior of students taught by teachers perceived to have a good life style and those taught by teachers perceived to have a bad life style?
3. Is there a significant difference in teaching methods between teachers who behave well and those who do not?
4. How can we tell the difference between teachers who behave well and those who do not?
5. What are the factors influencing human behavior or attitudes among teachers?
1.5 Hypotheses for Research
In this study, the following hypotheses were developed and tested:
1. There will be no significant influence of teachers’ lifestyles on students’ academic performance.
2. There will be no discernible difference in the behavior of students taught by good teachers versus those taught by bad teachers.
3. There will be no discernible difference between the teaching of well-behaved teachers and that of poorly behaved teachers.
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 study because it would motivate them to work hard and identify teachers who are perceived to be good or bad in the school. The study’s recommendations would assist students/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 The Study’s Scope
This study investigates the impact of teachers’ attitudes on preschool students’ academic performance in Lagos State’s Mainland Local Government Area.
1.8Terms Definition
2 Teaching styles: This is an all-encompassing concept that refers to the teacher’s methods of getting students to learn through structured methodology.
3 Early childhood education: This refers to education received between the ages of 0 and 8 years.
4 Teaching effectiveness: The teacher’s ability to achieve the stated objectives at the end of the lesson.
5 Teaching techniques: The ways or methods of teaching used by the teacher.
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