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THE IMPACT OF PROFESSIONALISM OF TEACHERS ON SCIENCE STUDENTS PERFORMANCE USING SOME SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Teachers are expected to display the skills they have acquired to students in the classroom setting. Teacher knowledge is much concerned with how a teacher relates their subject matter knowledge to their pedagogical knowledge and how subject matter is related to the process of academic reasoning. Teachers who possess strong subject matter knowledge give details in their lessons and link the topic to other topics, demanding many questions from students. In secondary schools, teachers must have the skills of topics difficult for students and why, know ways to develop students to understand the subject, and know varieties of methods that are useful for teaching a particular concept. Adedoyin in Warrah et al. (2020) expressed that the transformation of subject matter knowledge includes a series of actions from the representation of ideas in various forms, instruction selection of teaching methods to adapting, tailoring specific learners, and context and preparation of materials. The results WAEC released for 2019 show that 70% of students failed woefully in both English and mathematics.

Olasehinde-Williams et al. (2018) expressed that this failure might be because of the teacher's incompetence in handling the teaching and learning in the classroom. Students' academic performance can be improved if qualified teachers are recruited in the system. This means that this scenario needs urgent investigations. Therefore, the purpose of this study was to investigate the relationship between teacher knowledge and student's academic performance with mediating effect of teacher commitment. The academic performance of students is a key feature in education. It is considered to be the center around which the whole education system revolves. Narad and Abdullah (2016) opined that the academic performance of students determines the success or failure of any academic institution. The academic performance of students has a direct impact on the socio-economic development of a country. Similarly, students' academic performance serves as bedrock for knowledge acquisition and the development of skills. Additionally, the top priority of all educators is the academic performance of students.

Academic performance is also the knowledge gained which is assessed by marks by a teacher and/or educational goals set by students and teachers to be achieved over a specific period. They added that these goals are measured by using continuous assessment or examination results. Factors contributing to improvement in students' academic performance have received much attention from educators and researchers. These researchers found that several factors contribute to improvement in the academic performance of students. Ali et al. (2013) found daily study hours, socioeconomic status of parents/guardians, and age as factors that significantly affect academic performance. Similarly, the economic status of parents, their academic background, and encouragement as also factors that influence academic performance. Proper guidance from parents and teachers, communication skills, and learning facilities have also been found to a significant determinants of academic performance.

Performance is the outcome or result of one's efforts or ability. In the education setting, students' academic performance refers to academic achievement as outcomes that signify the degree to which a learner has attained specific goals that were the center of the activities in an instructional situation e.g., university, college, and school. Students perform very well when they understand the subject taught by the teacher. Academic performance is very broad in the sense that it covers a variety of educational outcomes. Among the outcomes of academic performance in education are grades, scores, or performance on an educational achievement test or knowledge acquired in an educational system. Academic performance will be affected if students do not have any interest in studying and their parents still force them to study and to make sure their children get the best place to study and also the best position once they graduate soon.

Teaching requires dedication, commitment, and excitement. Commitment has been known to be related to teachers' performance and teachers' commitment greatly contributed to the academic performance of students and the teaching quality. Teacher commitment has been recognized since 1980 when people left the teaching industry to find lucrative work. Vasudevan (2013) added that teacher commitment has been used for teacher quality and a committed teacher has been used interchangeably for dedicated teachers. Teacher commitment is a strong emotional bond that the educational workers have towards the schools. Commitment is a job attitude that drives individuals to be willing to work harder to accomplish objectives and be in employment.

Teachers who love teaching would exhibit hard work and derive satisfaction from it Commitment differentiates professional teachers from unprofessional teachers. A teacher who is committed to work would be after students' progress cater for them and guide them to accomplish the learning outcome. They endeavor to improve their method of teaching and their practices in the class as well as consider individual differences. However, commitment in this study considered Morrow's in Cohen (2017) model of five universal forms of work commitment (affective commitment, normative commitment, continuance commitment, career commitment, and job involvement).

1.2 STATEMENT OF THE PROBLEM

Despite numerous efforts to improve educational standards, there is a persistent challenge of low academic performance among science students in secondary schools. Various factors have been identified as contributing to this issue, with teacher professionalism being a significant one. The problem this study addresses is whether the level of professionalism among science teachers significantly impacts the academic performance of their students.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the impact of teacher professionalism on the performance of science students in secondary schools. Specific objectives include:

i. To evaluate the relationship between teachers' subject mastery and students' performance in science.

ii. To determine the effect of teachers' pedagogical skills on science students' academic outcomes.

iii. To find out how teachers' commitment and ethical standards influence science students' performance.

1.4 Research Questions

i. What is the relationship between teachers' subject mastery and students' performance in science?

ii. How do teachers' pedagogical skills affect science students' academic outcomes?

iii. How does teachers' commitment and ethical standards influence science students' performance?

1.5 RESEARCH HYPOTHESES

Hypothesis I

- Ho: There is no significant impact of teachers' subject mastery on science students' performance.

- H₁: There is a significant impact of teachers' subject mastery on science students' performance.

Hypothesis II

- Ho: There is no significant impact of teachers' pedagogical skills on science students' performance.

- H₁: There is a significant impact of teachers' pedagogical skills on science students' performance.

Hypothesis III

- Ho: There is no significant impact of teachers' commitment and ethical standards on science students' performance.

- H₁: There is a significant impact of teachers' commitment and ethical standards on science students' performance.

1.6 SIGNIFICANCE OF THE STUDY

This study is significant because it provides insights into how the professional attributes of teachers affect the academic performance of students in science subjects. Understanding these dynamics can help in formulating policies and strategies aimed at enhancing teacher professionalism, thereby improving educational outcomes. The findings of this study will be useful to educators, policymakers, and stakeholders in the education sector.

1.7 SCOPE OF THE STUDY

This study investigates the correlation between teachers' professionalism and science students' performance in selected secondary schools within Karu Local Government Area of Nasarawa State. It aims to analyze how factors such as teaching methods, subject knowledge, and classroom management affect students' academic achievement in science subjects.

1.8 Limitations of the study

Constraints include the study's focus on secondary schools within Karu LGA, limiting generalizability to other regions. Additionally, factors such as socio-economic backgrounds and individual student abilities may influence performance, which may not be fully accounted for in the study. Time and resource constraints may also limit the depth of data collection and analysis.

1.9 DEFINITION OF TERMS

1. Professionalism: The conduct, aims, or qualities that characterize a professional person; in this context, it refers to the attributes of teachers that impact their teaching effectiveness.

2. Subject Mastery: The extent to which a teacher understands and is proficient in the subject they teach.

3. Pedagogical Skills: The methods and practices of teaching, especially as an academic subject or theoretical concept.

4. Commitment:  The dedication and sense of responsibility that a teacher demonstrates towards their profession and students.

5. Ethical Standards: The principles that guide the behavior and decision-making of teachers in their professional conduct.

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