Full Project – EFFECT OF QUALIFIED TEACHERS IN EFFECTIVE TEACHING AND LEARNING
Background to the Study
The impact of qualified teachers on effective teaching and learning is a topic that has been extensively researched and discussed in the field of education. According to a study by Darling-Hammond (2000), the quality of teachers is directly related to student achievement. The study found that students who were taught by highly qualified teachers performed better in their academics compared to those who were not. This is because qualified teachers possess the necessary skills and knowledge to deliver content effectively, thus enhancing student understanding and learning.
Teachers with multiphase background, training and qualification have over the years, dominated the teaching profession in Nigeria. With the emergence of new job opportunities, the teaching profession began to lose the best of its brain. Consequently, those who could not get better job stay on; new entrants use it as a stepping stone, while others who were not trained to teach but have no other job joined the teaching profession (Arisekola, 2007).
Teacher effectiveness hinges on mastery of the subject, ability to impart the subject matter to the learners and to exhibit the indices of educated person so as to achieve educational objectives. The educational objective focuses more on high students’ academic performance, in order for the students to be better individuals and contribute to the development of the nation as a whole (Abdullahi, 2006).
A qualified teacher is that teacher who establishes a pleasant, business like classroom climate, one that elicit students’ responsibilities and co-operation in doing academic work. Such teacher will receive high rating by students on cooperation and work engagement. For the teacher to achieve and maintain high success rates in students, the teacher needs to praise students’ successes, encouraging them to work hard and take responsibility for their academic progress (Adamson, 2004).
Onwuachu, (2009) have investigated reasons for students’ low achievement in biology. Among the reasons were teachers’ failure to comply to professional ethics and conduct of teaching. Hence, every teacher has his/her own personality and attributes which shows individual teacher characteristics. With these problems, the limits to effective learning of biology may have been minimally set. Accepted methods to overcome poor academic achievement in science have included the promotion of more effective teaching strategies and creation of more positive attitudes towards the learning of science.
An effective teacher is the one who can establish rapport with students and create a nurturing, caring environment for personal development. He is one who can activate and energizes students to work toward a more just and humane social order (Arende, Afason 2005).
Fagbamiye (2009) remarked that teachers’ competence contributes to pupils’ achievement. The observation by Okunola (2004) that no institution can rise above the quality of its personnel, gives credence to the fact that a person can only give what he/she have, in terms of knowledge or experience. A qualified teacher is more likely to achieve teaching effectiveness than unqualified ones. The recruitment of unqualified personnel led to the failure of Nigeria educational system in the 50’s and it’s is still part of the problem facing our educational system today. It is against this background that this study is carried out (Saovapa & Wiwat 2012).
Akinteye, (2011) writing on the code of conduct for teachers opines that one should be mindful that a profession exists for the best interest of the client, the teacher shall practice the profession with genuine interest, concern and consideration for the student. Teacher qualification is one of the major factors affecting the quality of teaching and learning in school. To improve students achievement levels, teachers must be knowledgeable and strive harder to keep informed of the most up-to-date methods and techniques in teaching. Thus, this study is undertaken to examine impact of teachers’ qualification on students’ academic achievement in secondary schools in Nigeria.
In a similar vein, a study by Rivkin, Hanushek, and Kain (2005) found that teacher quality is one of the most significant determinants of student success. The researchers argued that a teacher’s level of education, certification, and experience significantly influence their teaching effectiveness. They further noted that teachers who are well-trained and experienced are more likely to employ effective teaching strategies that cater to the diverse needs of their students, thereby promoting inclusive learning.
However, it’s not just about academic qualifications. A study by Hattie (2003) found that the personal attributes of teachers, such as their passion for teaching and their ability to form positive relationships with students, also play a crucial role in effective teaching and learning. This suggests that while academic qualifications are important, they are not the only factors that determine a teacher’s effectiveness.
On the other hand, some studies have challenged the notion that teacher qualifications necessarily lead to effective teaching and learning. For instance, a study by Goldhaber and Brewer (2000) found no significant relationship between teacher qualifications and student achievement in secondary school mathematics. This suggests that other factors, such as the teacher’s subject knowledge and pedagogical skills, may be more important than formal qualifications.
Statement of the Study
The problem of the effect of qualified teachers on effective teaching and learning is a significant issue in the field of education. The quality of education that students receive is largely dependent on the qualifications of their teachers. However, there is a growing concern that many teachers in schools today may not have the necessary qualifications to effectively teach and facilitate learning. This problem is not only prevalent in developing countries but also in developed countries where teacher qualification standards may vary significantly.
The issue is further compounded by the fact that the definition of a “qualified” teacher can vary greatly. In some jurisdictions, a qualified teacher may simply be one who has a bachelor’s degree in any field, while in others, a qualified teacher may be one who has a master’s degree in education or a related field. This lack of a universal standard for what constitutes a qualified teacher makes it difficult to accurately measure the impact of teacher qualifications on effective teaching and learning.
Moreover, there is a lack of consensus on what constitutes effective teaching and learning. Some argue that effective teaching is characterized by high student achievement on standardized tests, while others argue that effective teaching involves fostering critical thinking skills, creativity, and a love for learning in students. Without a clear definition of effective teaching and learning, it is challenging to determine the role that qualified teachers play in this process.
Furthermore, there is a dearth of empirical research on the impact of teacher qualifications on effective teaching and learning. While there are numerous anecdotal reports and theoretical arguments suggesting that qualified teachers are more effective, there is a need for more rigorous, empirical research to substantively support these claims. This lack of empirical evidence makes it difficult to make informed decisions about teacher qualification requirements and policies.
The problem is also exacerbated by the fact that teacher qualifications are just one of many factors that can impact effective teaching and learning. Other factors such as class size, school resources, and socio-economic status of students can also significantly impact the quality of education. Therefore, it is crucial to consider these other factors when examining the effect of teacher qualifications on effective teaching and learning.
In conclusion, the problem of the effect of qualified teachers on effective teaching and learning is a complex issue that requires further research and discussion. It is a problem that has significant implications for education policy and practice, and as such, it is a problem that deserves our attention and action.
Purpose of Study
The purpose of this study was to determine Effect of Qualified Teachers in Effective Teaching and Learning.
Specifically, the study sought to determine whether:
- teachers’ academic qualification is a determinant of students academic performance.
- teachers’ professional qualification is a determinant of students academic performance.
- teaching experience is a determinant of students academic performance.
- teachers exposure on-the-job training is a determinant of students academic performance.
- teachers’ interest is a determinant of students academic performance.
The following research questions are formulated to guide the study:
- Is teachers’ academic qualification a determinant of students’ academic performance?
- Is teachers’ professional qualification a determinant of students’ academic performance?
- Is teaching experience is a determinant of students’ academic performance?
- Is teachers exposure to on-the-job training a determinant of students’ academic performance?
- Is teachers’ interest a predictor of academic performance?
The following null hypotheses (H0) are stated below:
- teachers’ academic qualification is not a determinant of students’ academic performance.
- teachers’ professional qualification is not a determinant of students’ academic performance
- teaching experience is not a determinant of students’ academic performance
- teachers exposure on-the-job training is not a determinant of students’ academic performance.
Significance of the Study
The result of this study would furnish educational policy makers and planners with relevant and up-to-date information on Effect of Qualified Teachers in Effective Teaching and Learning.
The study will further determine whether more qualified and experienced science teachers should be recruited as this will aid the use of more material resources that promotes good academic excellent in secondary school.
The research will contribute immensely to the entire nation as it will provide a framework upon which local and state government will address the problems of Students via the teachers qualification in Yaba in particular and country as a whole. It will also enable individual mostly in Yaba local government to know the interrelation between student’s performance and teacher’s qualifications.
It will also look into how every teacher should display good ethics required of a professional teacher. In addition, it will give an insight into skills acquired by teachers and their ability to make use of the available resources.
The study was conducted to show those qualities of teachers which can make or mar organizational effectiveness. The results from the study would, therefore, be useful to government and most especially relevant agencies that are in charge of personnel administration in secondary education. They would be assisted to take cognizance of these qualities, thus emphasize them during recruitment exercise of teacher and on-going teacher administration. This will help to ensure qualitative recruitment exercise.
The findings from the study will also benefit those in charge of recruitment, placement and management of teaching personnel as well as their continuous development in the respective secondary education.
Also, the findings will be of value in terms of monitoring assessment in connection with accountability or reading of standards, assessment of teachers for professional improvement, determining teachers’ fitness for promotion as well as for refining professional classroom practices.
Delimitation of the Study
The scope of this study is delimited to Effect of Qualified Teachers in Effective Teaching and Learning. Also, the study is to be conducted on teachers’ qualities, such as, qualifications, experience, on-the-job training, and conditions of service and personality traits. The study therefore cover some selected secondary schools in Yaba of Lagos State.
Limitation of the Study
The challenges encountered in this study include:
- Reluctance of respondents to disclose information,
- Distance and area to cover within limited period of time could be a little bit difficult.
In addition, the study faced some challenges in the area of time allotted for its completion. Materials and financial resources also created some problems since the researchers could not have raised much fund for the conduct of the research being students.
Definitions of Terms
The following under listed are explained the way they are used in the context of the study.
Teacher quality– these are characteristics which could be determined or influenced by teachers’ performance. These include: qualifications (academic/professional), experience and exposure, to on-the-job training, conditions of service and personality traits.
Quality – fitness of input (teacher) to planned goals, specifications and requirements.
Internal effectiveness of organization is therefore measured with the degree or quality of workers performance.
Students’ academic performance: the level of response of learners to evaluation by teachers on the particular subject at a particular time.
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Full Project – EFFECT OF QUALIFIED TEACHERS IN EFFECTIVE TEACHING AND LEARNING