Relationship between teachers characteristics and effective teaching of social studies in primary schools

Relationship between teachers characteristics and effective teaching of social studies in primary schools

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The teaching-learning process involves a vast array of interventional process at the center of which is the success of any educational programme. In spite of the technological breakthrough in audio-visual equipment, teacher has remained indispensable since they constitute a strong support in which educational machines are made to have meaning.

There is no doubt that there has been a growing concern about quality and intellectual aims of education in Nigeria society. The school is being looked upon to bring to fruition the attainment of society backed strongly by future citizens who are consciously and innovatively oriented, It is because of this that the teaching activities of the teacher falls under the search lights of the larger society. The National Policy on Education (2004) clearly recognizes the role the teacher which it declares that no education system may rise above the quality of teachers” this policy went further to say that teacher education shall continue to be given major emphasis in all educational planning and development.

According to Walter (2015), teachers are paid agents of cultural diffusion hired to carry out dark places while Hargreavelles (2015) in his contribution refers to the teacher as the communicators who keeps our cultural heritage from generation to generation. Walter conception of the teacher is worthy of being transmitted from generation to fact that in Africa and in Nigeria in particular teachers have onerous task of penetrating the village to teach in school established by the missionaries. Literary speaking most communities have as their first modernizing, influence the schools with the teacher as the torch-bearer of modernity although everyone is capable of learning something but certainly not everything for light is brought to dark place when the teacher introduces new knowledge ideas and concept to his pupils. This is what Walter refers to as dark places Ekanern (2016).

Each teacher, upon entering the teaching profession, assumes a number of obligations and ethical practices such as demonstration of the subject matter, skill and dispositions required for professional competence. Good teachers nurture their knowledge and skills through constant and deliberate effort nut only to the pupils, but society at large. Their roles are unique, complete, total package geared towards the molding of the pupils and building the nation. ‘These roles facilitate better appreciation of the teaching profession as well as the process of imparting education Asukwo (2019).

Ekanem (2016) defined teaching as an act that has to do with an exhibition of certain characteristics of a person who is involved in it the teacher occupies a central position upon which all other activities within the school revolve, therefore, there are certain qualities expected of him to possess for effective executive functions Alaezi (2010) asserts that one mark of a professional teacher is the knowledge and application of methods of change, the wiliness and ability of change of human behaviour. He further stressed that one of the characteristics of a professional teacher is professional competence this ability consist of the knowledge of the subject matter, skills, teaching techniques which the teacher acquires in one way or the other through training Nkang (2002). A teacher is a pace setter for direction, his personality should be amiable to influence the climate of the class which will in turn affect the pupils general behaviour and the quality learning that take place on a daily basis.

According to Adeisoji and Olatuiidun (2008), they illustrate that pupils attitude was related to teachers characters personality. Adu and Olalunbosun (2007) contend that teachers’ characteristics are strong determinant of spupils’ performance in school they said that the teacher has a lot of influence on there. Classroom practices, teacher should have and apply specific abilities without which their influence may not relate to their performance in the subject. It is against this background that the study sought to find out how ‘teachers characteristic influence academic performance among pupils in primary schools in Obot Akara Local Government Area.

Relationship between teachers characteristics and effective teaching of social studies in primary schools

1.2 Statement of the Problem

Over the years pupils’ achievement in social studies has prompted educational researchers to continuously make relentless effort at identifying mitigating factors that might account for the observed poor performance among pupils. Some research studies suggest that factors inside and outside the classroom affect pupils’ achievement and their interest in the learning. Among other characteristics identified are: shortage of qualified, teachers teaching experience, teaching methods, teachers’ attitude and learning facilities in schools.

There are complaints by the teachers, parents and educational stakeholders that the methods used by teachers in teaching the pupils are not effective and these have negated pupils’ academic performance. It is also observed that pupils cannot easily follow instructions in class, lessons become dull and boring, it also engender negative attitude, low interest and poor performance among pupils. In this vein, teachers’ characteristics have been linked to be one of the causes of ineffective teaching in schools. Therefore this study is designed to survey teachers’ characteristics on effective teaching of social studies in primary schools in Obot Akara Local Government Area.

1.3 Purpose of the Study

The main purpose of this study is to investigate the relationship between teachers’ characteristics and effective teaching of social studies in primary schools in Obot Akara Local Government Area. Specifically, the study sought to:

1. examine the relationship between teachers’ qualification and effective teaching of social studies in primary schools in Obot Akara Local Government Area.
2. examine the relationship between teachers’ teaching experience and effective teaching of social studies in primary schools in Obot Akara Local Government Area.

1.4 Research Questions

In order to guide the study the following research questions were formulated:

1. What is the relationship between teachers’ qualification and effective teaching of social studies in primary schools in Obot Akara Local Government Area?
2. What is the relationship between teachers’ leaching experience and effective teaching of social studies in primary schools in Obot Akara Local Government Area?

1.5 Research Hypotheses

The following hypotheses guided the study:

1. There is no significant relationship between teachers’ qualification and effective teaching of social studies in primary schools in Obot Akara Local Government Area.
2. There is no significant relationship between teachers’ teaching experience and effective teaching of social studies in primary schools in Obot Akara Local Government Area.

Relationship between teachers characteristics and effective teaching of social studies in primary schools

1.6 Significance of the Study

The finding of this study will be significant in the following ways to the following people: teachers, pupils, Government etc.

•         It will help in sensitizing teachers on the need to examine their characteristics towards the teaching and learning of social studies in primary schools.
• It will help teachers to establish good teacher-pupils relationship which will faster good academic performance in primary school.

• It will help teachers to establish good teacher-pupils relationship which will faster good academic performance in primary school.
• It will help educational administrators and educational stakeholders to provide opportunity for training of inexperienced and unqualified teachers.
• It will serve as reference materials to other researchers who may wish to carry out a research in same or similar topic.

1.7 Delimitation of the Study

The study was delimited to teachers’ characteristic and academic performance of pupils among primary schools in Obot Akara Local Government Area. Only primary school teachers and primary (5) five pupils in Obot Akara Local Government Area were used in the study the specific teachers characteristics used were: teachers’ teaching experience and teachers and teachers’ qualification.

1.8 Limitation of the Study

The study was limited by:

1. Transportation constraint and limited time schedule for study to be carried out.
2. Finance also exerted a felt limitation on this study as the researcher could hardly have enough money to allow for the coverage of a wider scope.
3. Some of the respondents (teachers) posed a challenge in disclose relevant information fosr the fear of unknown.

1.9 Definition of Terms

Teacher: this is someone that helps others to learn.

Characteristics: refers to all those qualities a person possesses that can be used to describe him or her.

Teacher Qualification: is the certificate he/she hold. It is a special skill, knowledge that makes someone tender.

Teachers’ teaching experience: is defined as the sum total of professional development, pedagogical preparation, year of training and licensing.

Social studies: is the study of people in relation to each other and to their environment.

Effective Teaching: this refers to success in producing a desired or intended result in a classroom.