THE EFFECT OF TEACHER’S SELF EFFICACY ON JUNIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BUSINESS STUDIES
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THE EFFECT
OF TEACHER’S SELF EFFICACY ON JUNIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC
ACHIEVEMENT IN BUSINESS STUDIES
CHAPTER ONE
INTRODUCTION
Background to the Study
That
education is the single most important building block on which a nation’s
development is founded is an understatement. Indeed, it is the fulcrum, around
which all the nation’s enterprises and endeavours revolve. The extent to which
these enterprises are functional and the endeavours are worthwhile is largely
dependent on the quality of education that a nation provides for its people
through the arch-man called the teacher (Abroampa and Wilson, 2013).
Though, the
efforts at providing quality education require the inputs of various
stakeholders, teachers are the prime vanguards, they are the final implementers
of the curriculum. As a result, the quality of learners that an education
system turns out is determined by the quality of teachers; to a greater extent,
learners’ achievement is determined by the quality of teaching. Without mincing
words, one can say that no nation can develop beyond the level of its teachers
(Hallack cited in Abroampa and Wilson, 2013).
Nelson (2007)
explained that what teachers bring into the classroom dictates the quality of
the educational experience of their students. In order to understand how to
create optimal learning environments that promote interest in academics, it is
essential that teacher variables linked to student interest are studied.
Agreeably, teachers perform a myriad of tasks including, but not limited to,
managing the classrooms, preparing and delivering lessons, assessing the work
of students, and enhancing student motivation for achievement. Perhaps one of
the best documented attributes of effective teachers is a strong sense of
efficacy.
Teachers’
sense of efficacy is the belief in their capability to make a difference in
student learning, to be able to get through even to students who are difficult
or unmotivated. Teacher efficacy has been linked to positive students’ outcomes
and to student motivation. Teachers with a high sense of self-efficacy find
innovative ways to ensure that students learn. Efficacious teachers are not satisfied
with underachievers and work diligently with students to promote student
self-efficacy (Pollock, 2007; Poulou, 2007; Knoblauch & Woolfolk-Hoy, 2008
and Chong, Klassen, Huan, Wong, and Kates, 2010).
Researchers
have shown that teachers’ perceptions and beliefs do not only have considerable
influence on their instructional practices and classroom behaviour but also are
related to their students’ achievement (Adeyemi, 2013).
In Nigeria,
public discussions frequently focus on educational standards. The public's
unhappiness becomes more prominent following the annual release of the West
African Senior School Certificate Examination results. Student outcomes do not
match the government and parental investment. All stakeholders are concerned
about why the system is turning out students with poor results. The National
Policy on Education states, “No Education system can rise above the quality of
teachers in the system” (FGN, 2006).
It is on
this foundation that the researcher seeks to investigate the effect of
teacher’s self efficacy on junior secondary school students’ academic
achievement in Business Studies.
1.2 Statement of the Problem
The issue of
poor academic performance of students in Business Studies at the junior
secondary schools in Lagos State has been of much concern to all and sundry.
The problem is so much that it has led to the widely acclaimed fallen standard
of education in Lagos and Nigeria at large. In this way, observers posit that
the quality of education depends on the teachers self efficacy as reflected in
the performance of their duties.
Secondary
education is the basic requirement for selection into tertiary institutions and
further skills training (MOE, 2005). Poor performance of secondary schools
students in Business Studies and other school subjects in the country
undermines students’ chances of joining institutions of higher learning and
jeopardizes opportunity for job placement, and in most cases reduces an
individual’s active participation in national development.
Considering
that teachers play a major role in the teaching and learning process, there is
need to examine teacher related factors like beliefs, confidence,
effectiveness, experience, qualification and gender that probably influence
students’ academic achievement. It is against this backdrop that this study
seeks to explore the effect of teacher’s self efficacy on junior secondary
school students’ academic achievement in Business Studies in Lagos State
Education District V.
1.3 Purpose of the Study
The study is
was conducted with the following objectives:
i. to examine the effect of teacher’s
self-efficacy on junior secondary school students’ academic achievement in
Business Studies.
ii. to investigate the influence of
gender on teachers’ self-efficacy in students’ academic performance.
iii. to explore the relationship between
experienced, less experienced, teachers’ self-efficacy and academic achievement
of secondary school students in Business Studies.
1.4 Research Questions
The research
project is being guided by the following research questions;
1.What is
the effect of teacher’s self-efficacy on junior secondary school students’
academic achievement in Business Studies
2.Does
teachers’ gender have any influence on teachers’ self-efficacy and students’
academic performance?
3.What is
the relationship between teachers’ experience, self-efficacy and academic
achievement of secondary school students in Business Studies?
1.5 Research Hypotheses
The
following hypotheses will be tested in the course of the study:
1. Ho1:
There is no significant relationship between teacher’s self-efficacy
and junior secondary school students’
achievement in Business Studies
2. Ho2:
There is no significant influence of gender on teachers’
self-efficacy students’
academic performance in Business
Studies in Junior Secondary Schools
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