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TEACHERS’
QUALIFICATION AND PRIMARY SCHOOL PUPIL ACADEMIC PERFORMANCE
ABSTRACT
This study
examined the influence of qualification on the job performance of public
secondary school teachers in Edo State, Nigeria. The study was descriptive in
nature. The population consisted of the entire four thousand, four hundred and
ninety-six (4496) public secondary school teachers in Edo State, Nigeria. The
sample comprised of sixty (60) teachers in the twelve (12) public primary
schools in 6 Local Council Development Areas (LCDAs) in Ikorodu. A
well-structured questionnaire was used to collect the data for the study. The
data were analysed using multiple regression and t-test. The result showed that
qualification influences the job performance of primary school teachers in
Ikorodu. Based on the findings, it was recommended amongst others that the
State Primary Education Board should recruit qualified and experienced teachers
to teach in public primary schools in Ikorodu as well as Lagos State in
general.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Teachers’
job performance is the extent that student’s performance improves after a
period of instruction in a manner consistent with the goals of instruction
(Olatoye, 2006). He found that evaluation based on a particular score or scores
that do not span a long period may lead to a “miscarriage of judgment” in
accessing teachers’ job performance. Omoniyi (2005) corroborated the findings
of Olatoye (2006) by observing that effective learning and teaching include
those activities that bring about the most productive and beneficial learning
experience for students and promotes their development as learners.
Measuring
teachers’ job performance at the classroom level, rather than at the school
level, is increasingly the focus of effectiveness research (Cunningham and
Stone, 2005). Researchers have focused on trying to determine teacher job
performance by examining teacher’s contribution to student achievement gains
for many years, but a lack of valid measures and instrumentation has hampered
the process. Only in the last 10-15 years have researchers had the necessary
combination of sufficiently computing power, extensive data on student
achievement linked to individual teachers, and appropriate statistical models
with which to determine effectiveness in terms of teachers contribution to
students learning. The result is a set of sophisticated statistical models that
are used with linked student-teacher data to measure teaches contributions to
the student achievement growth of the students they taught in a given year.
These value-added models are promising, controversial, and increasingly common
as a method of determining teacher effectiveness (when effectiveness is
construed as teachers’ contributions to achievement).
Holtzapple
(2003) used Danielson (1996) Framework for teaching to compare student
achievement with teachers’ evaluation scores using a value-added model of
predicated achievement versus actual achievement in Cincinnati. The author
found a correlation between the observation scores and the value-added scores
for teachers: teachers who receive low ratings on the instructional domain of
the teacher evaluation system had students with lower achievement, while
teachers with advance or distinguished rankings on this instruction generally
had students with higher-than-expected scores, and teachers rated proficient
students with average gains.
The
aforementioned models are a relatively new way to measure teachers’ job
performance, and there are researchers who support their use (for example,
Hamre and Pianta, 2005; Sanders, 2005). These researchers argued that
value-added Models provide an objective means of determining which teachers are
successful at improving student learning as measured by gains on standardized
tests. Despite these potentially positive uses for value-added models, some
researchers express reservations and described serious concerns about their use
for assessing teacher effectiveness (Bracey, 2004; Braun, 20055; Kupermitz,
2002; McCreffrey, et al., 2003; Ihum, 2003). In this critique, Bracey (2004)
said the assessment is not a theory of what makes a good teacher in all the
complexity that might be required.
It could
also be observed that teachers may be differentially successful depending on
the context. This means that teachers are not interchangeable-a teacher that
performs well in one classroom may feel challenged in another classroom. Thus,
an evaluation of teachers’ job performance should be specific to a context,
subjects, and grade levels. In addition, evaluating a primary science teacher’s
effectiveness on the same scale as that of another teacher in a different
school may be problematic, particularly if there is a need to identify
exceptional teachers in specific contexts grades, or subjects.
There are
many different purposes for evaluating teachers’ job performance; a key reason
is to identify weakness in instruction and develop ways to address them. For
this reason, one goal of evaluating teachers’ job performance should be to
collect information that will be useful in designing appropriate strategies to
improve instruction. Donal (2003), citing a number of success among school
districts around the country, recommended a “Human resources management”
approach to improving instruction, wherein vertical and horizontal alignment of
practices enable school leaders to carry out instruction objectives. They
reported on three Chicago schools that coordinated and align human resources to
improve practices, including “teacher recruitment and induction, professional
development activities, communication of expectation for teacher performance,
specification of classroom teaching strategies, provision of encouragement and
incentives, principal supervision and evaluation, and removal of poorly
performing teaches”.
Every
educational system in any known human society requires highly skilled teaching
personnel to sustain it. This explains why teachers are regarded as most
important element in the school system (Igwe, 2002). It is generally believed
that no educational system can rise above the quality of its teachers. Hence,
qualification is necessary to upgrade and update teachers’ knowledge and
skills.
Teaching as
a profession has suffered greatly from the simplistic view with which it has
been regarded for a long time and because of this attitude, teaching becomes a
job for all comers, the unqualified or untrained as well as poorly trained
teachers (Okeki, 2008). This phenomenon has adversely affected both the quality
of teaching and students’ learning. However, as teaching is being given the
attention it deserves, it has become increasingly accepted as a complex
activity. Ijaiya (2000) discovered that teachers teach with many skills as
teaching involves a lot of covert and overt actions to produce the desired
effect on the students. He also identified several of such skills as technical
skills, concept skills, problem solving skills, psychomotor teaching skills,
reflective skills and so forth. All these skills therefore need to be taught in
teacher education in order to improve the teachers’ competence and promote good
quality teaching.
According to
Ijaiya, the poor handling of concept of teaching by teachers have created more
problems in the teaching learning situation in schools. The inability of
students to transfer knowledge across subject areas and poor problem solving
skills can be traced to lack of understanding of relevant concepts by the
learner. In Berret (2005) opinion, teaching concepts involve teaching facts,
principles and generalization in various fields of knowledge. He insisted that
most times, teachers teach words that symbolize the concept and not the
concepts themselves. He believed that concept teaching is a key concept that
supports other skills like problem solving skills. According to him, if a student
does not grasp the meaning of a given field, it would be difficult for him to
succeed in solving problems in such a field.
Teaching is
an art. It can be refined by training and practice. The availability of
competent teachers is central in the reconstruction of the educational system.
The quality of education is directly related to the quality of instruction in
the classroom. Quality improvement in education depends upon proper training of
teachers. The teachers cannot play any of the roles unless properly and
professionally trained (Wayne and Youngs, 2003). Describing the importance of
classroom assessment after a session of quality instruction by a qualified
teacher, Muijs (2006) stated that “What is needed is an understanding of how
assessment and instruction are interwoven, with new conceptions about what
assessment is and how it affects learning. He further stated that teachers make
decisions about classroom management based upon the achievement gains.
In view of
the importance attached to the training of teachers in our educational system
by the Federal Government of Nigeria, the National Policy on Education (2004)
requires all teachers in our educational institutions from pre – primary to
university level to be professionally trained. It adds that teachers’ education
programmes should be structured to equip teachers for the effective performance
of their duties.
The teacher
is expected to bring about curriculum changes, improved teaching, contribute to
professional growth and development of colleagues and above all contribute to
students’ academic performance and the most effective way of doing these things
is through a well organized educational programme. The ability of the teacher
to find solutions on how best to help students’ performance will depend largely
upon his acquired professional training.
According to
Adeyemi (2008), inadequate teachers’ preparation programmes result in majority
of teachers’ inability to demonstrate adequate knowledge and understanding of
the structure, function and the development of their discipline. Therefore, an
effective teacher education programme is a prerequisite for a reliant education
which leads to good level of confidence to the teacher and their students as a
result of which learning is coordinated effectively and professionally and
problems inherent in the teaching process rectified and solved (Leither, 2003).
Omoifo and
Okaka (2010) said that knowledge of the subject matter is the most essential
trait, factor and characteristic which the teacher must possess in order to
effectively perform his responsibility as a teacher. They posited that this
professional quality is based on the professional qualification of the teacher.
They added that for a teacher to be effective in delivering his lesson, he must
have good command of the subject matter which means, he must have an adequate
understanding of the basic principles and concepts of the subject to be taught.
Martneau
(2006) posited that teachers have significant impact on students’ academic
achievements. Teachers directly affect how students learn, what they learn, how
much they learn, the ways they interact with one another and the world around
them. The effect the classroom teacher can have on students’ achievements is
clear because students’ achievements begin and end with the quality of teacher.
Martneau concluded that the professionally qualified teacher produces a gain of
about 53 percent points in students’ achievements over one year, whereas the
unqualified teacher produced achievement gains of about 14 percent points over
one year.
Bruce (2005)
and Byrne (2003) indicated in their research that teachers who are
professionally trained demonstrate a sound understanding of instructional
materials and concepts, use production tools to enhance professional tasks such
as correspondence, assessment, classroom materials presentations, etc.
Qualified teachers demonstrate introductory knowledge, skills and understanding
of concepts related to the use of materials needed for instructional process
and the continuous growth in technology, knowledge and skills to stay abreast
of current and emerging technologies and informed decisions regarding the use
of technology in support of students’ learning.
Oladunjoye
(2005) asserted that qualified teachers have a closer understanding of
activities within the school and even of its potential activities and strive to
promote the stability of the academic achievement of the students. He also
suggested that non – qualified teachers should be made to undergo the basic
qualifying courses for teachers in order to be exposed to the pedagogical
skills in teaching to ensure competencies and functional specialization just as
qualified teachers.
1.2 Statement of the Problem
The issue of
falling standard in education and poor academic performance of students have
become a source of concern to many Nigerians. Most often, when these issues are
raised and discussed, teachers are mostly blamed for the decline in the
education sector. The contention has
often been that teachers do not effectively perform their jobs. Some adduce
poor teacher job performance to the lack of qualified teachers in primary
schools. There is therefore the need for an analytic examination of the
influence of academic qualification of teachers on pupils’ academic
performance.
1.3 Purpose of the Study
The overall
aim of the study was to find out influence of teachers’ qualification on
primary school academic performance in Ikorodu LGA of Lagos state
1.7 Research Questions
1. What is the level of academic
performance of primary school pupils in Ikoodu LGA of Lagos State?
2. Is there a difference in job
performance of qualified and unqualified teachers in primary schools in Ikoodu
LGA of Lagos State?
1.5 Research Hypotheses
1. Do teachers’ qualifications predict their
job performance in public primary schools?
2. There is no significant difference in
the job performance of teachers based on qualification.
1.6 Definition of Terms
Influence:
the capacity to have an effect on the character, development, or behaviour of
someone or something, or the effect itself.
Qualification:
a pass of an examination or an official completion of a course, especially one
conferring status as a recognized practitioner of a profession or activity.
Teachers: A
teacher is a person who helps others to acquire knowledge, competences or
values. Informally the role of teacher may be taken on by anyone.
Academic
Performance: is the extent to which a student, teacher or institution has
achieved their short or long-term educational goals.
Primary
School: (or elementary school in American English and often in Canadian
English) is a school in which children receive primary or elementary education
from the age of about five to twelve, coming after preschool and before primary
school.
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