Teacher’s Characteristics as Determinants of Students’ Academic Performance in Oshimilli South Local Government Area Delta State

Teacher’s Characteristics as Determinants of Students’ Academic Performance in Oshimilli South Local Government Area Delta State

ABSTRACT

This study examined teacher’s characteristics as determinants of students’ academic performance in Oshimilli South local government area Delta State. Seven research questions guided the study. The study adopted descriptive survey research design. The population of the study consists of all the teachers in the 13 public secondary schools in Oshimili South Local Government Area (LGA) of Delta State, Nigeria. A sample of 100 teachers were selected from five public secondary schools in Oshimili South LGA through simple random sampling technique. The instrument for data collection in this study was a structured questionnaire titled “Teacher Characteristics and Their Impact on Student Academic Performance.” To ensure the validity of the questionnaire, a face validation process will be conducted. This process will involve a review of the instrument by my supervisor and two other experts in the field of measurement and evaluation. The reliability of the questionnaire was assessed using Cronbach’s alpha coefficient, which is a commonly used measure of internal consistency. A pilot study will be conducted with a sample of teachers from a similar population, and the collected data was analyzed to determine the reliability coefficient of the instrument. A Cronbach’s alpha value of 0.70 was obtained and considered acceptable. Data collection was carried out through the administration of the structured questionnaire to the selected teachers in the five public secondary schools in Oshimili South LGA. Prior to distribution, the purpose of the study will be explained to the participants, ensuring that they understand the significance of their contributions. The questionnaires were distributed in person, and teachers were given sufficient time to complete them. The data collected was analyzed using Statistical Package for the Social Sciences (SPSS) software. Some recommendations were put forward to enhance students’ academic performance in Oshimilli South local government area Delta State. It was recommended among others that education policymakers should enforce strict hiring standards and provide continuous professional development to ensure teachers possess requisite academic qualifications.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The academic performance of students has long been a subject of concern for educators, policymakers, parents, and students themselves. While numerous factors can influence students’ academic outcomes, one of the most important is the teacher. Teachers serve not only as instructors but also as mentors and role models. They shape the learning environment and directly impact students’ attitudes towards education. The characteristics of a teacher — such as their qualifications, teaching style, communication skills, and emotional intelligence play a significant role in determining the academic success of their students.

Teacher’s Professional Qualifications and Subject Mastery One of the most prominent factors influencing student academic performance is the teacher’s professional qualifications. Research consistently shows that teachers who have received formal education in their subject areas and possess relevant teaching certifications tend to be more effective in the classroom. Subject mastery allows teachers to explain complex concepts with clarity and precision, which directly impacts students’ understanding and retention of knowledge. For example, Adeyemi (2018) noted that teachers with higher academic qualifications were more adept at using various instructional methods that cater to different learning styles, thus improving students’ academic outcomes. Similarly, Darling-Hammond et al. (2019) highlighted the positive correlation between teacher certification and student achievement, stressing that certified teachers are better equipped to handle diverse classroom situations and engage students effectively. A teacher’s academic background thus directly influences their ability to deliver high-quality education, which in turn affects students’ performance.

Pedagogical Skills and Instructional Methods The way a teacher delivers content also plays a crucial role in student performance. Effective teachers employ diverse instructional methods tailored to meet the needs of different learners. For instance, the use of audio-visual aids, group work, and interactive activities can engage students more meaningfully than traditional lecture-based methods. This is in line with the findings of Nkansah and Oduro (2020), who argued that interactive and student-centered teaching methods lead to higher levels of student engagement and better academic performance. Moreover, a teacher’s ability to integrate modern technology into the classroom has been found to enhance learning outcomes. In today’s digital age, students respond positively to the use of multimedia resources, which can make learning more accessible and interesting. Gholami and Yazdi (2021) concluded that teachers who effectively utilize digital tools in their teaching enhance students’ motivation and understanding of complex subjects, particularly in STEM disciplines.

Communication Skills and Clarity of Instruction Clear and effective communication is another crucial characteristic of successful teachers. The ability to convey information in a way that is understandable and relatable to students is a significant determinant of their academic success. According to Kim and Lee (2020), teachers who articulate ideas clearly and respond to students’ questions with patience and precision are more likely to foster a positive learning environment, which leads to better student performance. In addition, open communication between teachers and students promotes an atmosphere of trust and respect. Teachers who encourage students to ask questions and express their opinions help create a more dynamic and interactive classroom, which is conducive to learning. An et al. (2022) suggested that a teacher’s ability to maintain an open line of communication with their students fosters critical thinking and problem-solving skills, which are essential for academic success.

Emotional Intelligence and Classroom Management Teachers’ emotional intelligence their ability to understand and manage both their own emotions and those of their students  is increasingly recognized as a key factor in academic performance. Teachers with high emotional intelligence can create a supportive classroom environment that fosters emotional well-being and academic engagement. This is particularly important in managing classroom dynamics and addressing behavioural issues. For example, Oberle and Schonert-Reichl (2019) found that emotionally intelligent teachers were more effective at managing classroom behaviour, leading to fewer disruptions and more focused learning. They also reported that students taught by emotionally intelligent teachers exhibited higher levels of emotional regulation, which positively impacted their academic performance. Teachers who demonstrate empathy and understanding are better able to support students who may be struggling, both academically and emotionally.

Additionally, classroom management techniques are closely related to emotional intelligence. Teachers who can effectively manage classroom dynamics  by setting clear expectations, maintaining discipline, and fostering a positive classroom culture  tend to see higher academic achievement among their students. According to a study by Beaty-O’Ferrall et al. (2020), good classroom management not only minimizes distractions but also encourages students to take responsibility for their learning, thus improving academic outcomes.         Teacher’s Motivation and Passion for Teaching A teacher’s enthusiasm and passion for teaching can also significantly influence student performance. Teachers who are genuinely motivated to teach tend to go above and beyond in ensuring that their students understand the material. Their passion is contagious and can inspire students to take a greater interest in their studies. According to Huang et al. (2021), students are more likely to engage with the content and perform better academically when they perceive their teachers as enthusiastic and committed to their success. Moreover, motivated teachers are more likely to invest time in lesson planning, grading, and providing feedback, all of which are crucial for student success. Motivated teachers also tend to seek out professional development opportunities, which can further enhance their teaching skills. In a study by Oluwatayo and Bamidele (2019), it was found that teachers who engage in continuous professional development are better able to adapt to new teaching methods and curricular changes, ultimately leading to improved student performance.

Teacher-Student Relationship and Its Impact on Learning The quality of the relationship between teachers and students is another critical determinant of academic performance. Positive teacher-student relationships create a conducive learning environment where students feel safe, respected, and valued. Students who have a good rapport with their teachers are more likely to be engaged in class and motivated to succeed academically. A study by Roorda et al. (2018) demonstrated that students who had strong, positive relationships with their teachers showed higher levels of academic motivation and performance. On the other hand, negative teacher-student relationships can hinder learning and contribute to poor academic outcomes. Teachers who are overly strict or disengaged may create an atmosphere of fear or indifference, which can negatively impact students’ motivation and academic achievement. According to Wentzel (2019), a teacher’s ability to build trusting, respectful relationships with students is one of the most significant factors influencing academic performance, especially for students from disadvantaged backgrounds.

Teacher Expectations and Student Performance Teacher expectations have been shown to play a powerful role in shaping student achievement. High expectations from teachers can serve as a self-fulfilling prophecy, encouraging students to rise to the challenge and meet those expectations. Conversely, low expectations can lead to underperformance. A study by Rubie-Davies (2020) highlighted the importance of teachers setting high, yet realistic, expectations for all students, regardless of their background or prior academic achievement. When teachers believe in their students’ potential, students are more likely to believe in themselves and strive for academic success. In contrast, teachers who have low expectations for certain students often based on stereotypes or biases — may unconsciously communicate these expectations through their behaviour, which can result in lower student performance. It is crucial, therefore, for teachers to maintain high expectations and provide the necessary support for all students to succeed academically.

The characteristics of a teacher are crucial determinants of students’ academic performance. Teachers’ professional qualifications, pedagogical skills, communication abilities, emotional intelligence, and passion for teaching all contribute significantly to student success. Positive teacher-student relationships and high expectations further enhance students’ motivation and academic achievement. As education systems around the world continue to evolve, it is essential to recognize and cultivate these characteristics in teachers to ensure the best possible outcomes for students.

 1.2 Statement of the Problem

The academic performance of students in secondary schools has been a persistent concern for educators, policymakers, and parents alike. Despite investments in educational resources and infrastructure, many students continue to underperform, especially in key subjects like mathematics, sciences, and languages. While various factors such as socioeconomic status, school environment, and student motivation have been examined in relation to academic achievement, the role of teachers’ characteristics as a determinant of students’ academic performance remains underexplored, particularly in developing regions. Research has shown that teacher quality is one of the most important in-school factors influencing student outcomes. Characteristics such as teachers’ qualifications, teaching styles, communication skills, emotional intelligence, and classroom management abilities are critical in shaping the learning environment and students’ academic success. However, there is a lack of comprehensive studies specifically addressing how these teacher characteristics contribute to academic performance in secondary schools, especially in regions like Delta State, Nigeria. Given the importance of teachers in the educational process, this study seeks to examine how various teacher characteristics influence students’ academic performance. Understanding these relationships will help identify key areas for teacher development and support, ultimately improving educational outcomes for students.

1.3 Aims and Objectives of the Study

The purpose of the study is to examine Teacher’s characteristics as determinants of students academic performance in Oshimilli South local government area Delta State The objectives of this study are to:

1. Examine the relationship between teachers’ academic qualifications and students’ academic performance in secondary schools.
2. Analyze how teachers’ pedagogical skills and instructional methods influence students’ engagement and academic outcomes.
3. Assess the impact of teachers’ communication skills and clarity of instruction on student performance ( such as mathematics and English).
4. Investigate the role of teachers’ emotional intelligence and classroom management techniques in shaping students’ academic success and classroom behaviour.
5. Explore the effect of teachers’ motivation and passion for teaching on student academic achievement and learning motivation.
6. Determine the influence of teacher-student relationships on students’ academic performance
7. Examine how teacher expectations influence student academic performance

1.4 Research Questions

This study aims to answer the following research questions:

1. How do teachers’ academic qualifications affect students’ academic performance in secondary schools?
2. What is the relationship between teachers’ pedagogical skills and instructional methods and student academic achievement?
3. How do teachers’ communication skills and clarity of instruction influence students’ academic performance?
4. What role does teachers’ emotional intelligence and classroom management play in shaping students’ academic success?
5. How does teachers’ motivation and passion for teaching impact student engagement and academic outcomes?
6. How do teacher-student relationships affect students’ academic performance in secondary schools?
7. In what ways do teacher expectations influence student academic performance?

 1.5 Significance of the Study

This study would provide valuable insights for school administrators and educational institutions regarding the qualities of effective teaching.

Understanding the characteristics of teachers that lead to better academic performance would enable administrators to make informed decisions about hiring, teacher evaluations, and professional development programs. By identifying key teacher attributes that contribute to student success, schools can focus on cultivating these qualities in their teaching staff, leading to improved overall school performance and student outcomes.

Teachers would directly benefit from this research by gaining a deeper understanding of how their qualifications, teaching styles, communication skills, emotional intelligence, and expectations affect student learning. With this knowledge, teachers can reflect on their practices and strive for professional growth in areas where improvement is needed. The findings will also encourage teachers to engage in continuous professional development and adopt more effective classroom management and instructional techniques, ultimately leading to better student engagement and performance.

Students stand to benefit from the findings of this study as it aims to identify teacher-related factors that can enhance their learning experience and academic performance. By highlighting the impact of teacher characteristics on academic success, the study will help create an environment where students receive quality instruction that caters to their needs. Parents, too, will benefit from understanding the importance of teacher quality in their children’s education, allowing them to advocate for better teaching standards and practices in schools, which in turn can lead to improved academic outcomes for their children.

For policymakers and education authorities, this research would offer evidence-based insights into how teacher quality affects academic performance. The findings can guide the development of policies and strategies aimed at improving teacher education programs, teacher certification processes, and ongoing professional development initiatives. Additionally, the study may help in formulating policies that support teacher motivation and well-being, ensuring that educators are adequately equipped to meet the diverse needs of their students, which is essential for raising academic standards at the national and regional levels.

This study would contribute to the body of knowledge in educational research, specifically in understanding the determinants of student academic performance. It will provide a foundation for future studies that explore other factors influencing student outcomes

1.6  Delimitation of the Study

This study is delimited to secondary school teachers in Oshimili South Local Government Area of Delta State, Nigeria. The research will focus specifically on teachers’ characteristics, such as qualifications, teaching styles, communication skills, emotional intelligence, and their impact on students’ academic performance. By narrowing the scope to Oshimili South, the study aims to provide a more detailed understanding of how teacher-related factors influence student achievement within this particular region. The independent variables in this study are the teacher-related characteristics, which include: – Academic qualifications – Pedagogical skills and instructional methods – Communication skills – Emotional intelligence – Classroom management techniques – Teacher motivation and passion for teaching – Teacher-student relationships – Teacher expectations The dependent variable is students’ academic performance, which will be measured through students’ test scores, overall grades, and other academic indicators in secondary schools within Oshimili South Local Government Area. These variables will allow the study to examine how different teacher characteristics directly affect students’ academic outcomes.

1.7  Area of the Study

The area of this study is Oshimili South Local Government Area (LGA) of Delta State, Nigeria. Oshimili South is located in the southern part of Delta State, with Asaba, the state capital, serving as its headquarters. The LGA is situated along the western bank of the River Niger, forming part of Nigeria’s Niger Delta region. The Latitude of 6.2010° N  and Longitude of 6.6950° E Oshimili South covers a land area of approximately 603 square kilometers and is bordered by Anambra State to the north across the River Niger, Oshimili North Local Government Area to the east and north, and Ndokwa West and Ika South Local Government Areas to the west and south.  Boundaries – North: Anambra State (across the River Niger) – East: Oshimili North LGA – West: Ndokwa West and Ika South LGAs – South: Ika North East LGA. Education in Oshimili South Oshimili South LGA is home to a variety of educational institutions, including public and private primary and secondary schools, as well as higher institutions such as the Federal College of Education Technical Asaba, Denis Osadebe University. Despite the presence of educational institutions, challenges related to infrastructure, teaching resources, and teacher quality exist. These challenges make the area an appropriate focus for a study on how teacher characteristics affect students’ academic performance, as it reflects both the strengths and limitations of the local educational system. The primary occupations of people in Oshimili South include civil service, trading, farming, and small-scale businesses. Asaba, being the capital of Delta State, houses numerous government institutions, which makes civil service the major occupation. There is also a considerable presence of educational professionals, given the concentration of schools and administrative bodies in the region. This occupational diversity provides a balanced socio-economic backdrop, making the findings of the study potentially representative of similar areas in the state.  Suitability for the Study Oshimili South is particularly suitable for this study for several reasons. The area has a significant number of secondary schools and a wide variety of teachers with different qualifications, teaching methods, and experience levels. This diversity makes it an ideal setting for examining how various teacher characteristics influence students’ academic performance. Urban and Semi-Urban Dynamics: Oshimili South encompasses both urban and semi-urban areas, providing a diverse educational landscape. The combination of well-resourced schools and those with limited resources allows the study to cover a broad spectrum of teaching and learning conditions, offering a more comprehensive view of the impact of teacher characteristics on student outcomes. Educational Challenges: Like many other regions in Nigeria, Oshimili South faces challenges related to educational infrastructure, teacher shortages, and variations in teacher quality. Studying these dynamics will provide insights into how teacher characteristics can mitigate or exacerbate these challenges, and how improvements in teacher quality could boost academic performance in such a context. Cultural Relevance: The local culture places value on education as a pathway to economic advancement. However, disparities in academic performance persist across schools. Investigating the role of teachers in influencing these outcomes in a culturally relevant setting is essential for the study’s objectives. The findings could inform strategies for improving teacher effectiveness in similar communities. In summary, Oshimili South LGA offers a unique and representative environment to study the determinants of students’ academic performance through the lens of teacher characteristics. Its geographical location, socio-economic diversity, and existing educational challenges make it a suitable and relevant area for this research.

1.8 Definition of Terms

Teacher Characteristics: Teacher characteristics refer to the personal and professional attributes of educators that influence their teaching effectiveness and the learning outcomes of students. These include qualifications, experience, teaching methods, communication skills, emotional intelligence, and classroom management abilities.

Academic Performance: Academic performance is the measurable outcome of a student’s learning process. It is typically assessed through grades, test scores, and overall achievement in academic subjects, reflecting a student’s understanding and mastery of the curriculum.

Pages:  104

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.