TABLE OF CONTENTS
ABSTRACT.. ii
TABLE OF CONTENTS……………………………………………………….iii
CHAPTER ONE.. 1
INTRODUCTION.. 1
1.1 Background to the Study. 1
1.2 Statement of the Problem... 3
1.3 Objectives of the Study. 4
1.4 Research Questions. 5
1.5 Research Hypothesis. 6
1.6 Significance of the Study. 6
1.7 Scope of the Study. 7
1.8 Limitations of the Study. 7
1.9 Organization of the Study. 7
1.10 Definition of Terms. 8
CHAPTER TWO.. 11
REVIEW OF RELATED LITERATURE.. 11
2.1 Introduction.. 11
2.2 Theoretical Review.. 11
2.2.1 Social Constructivist Theory. 11
2.2.2 Transformative Learning Theory. 12
2.2.3 Self-Determination Theory (SDT) 12
2.2.4 Expectancy-Value Theory. 13
2.3 Conceptual Review.. 13
2.3.1 Overview.. 13
2.3.2 Teacher Knowledge and Skills. 14
2.3.3 Ethical Standards and Teacher Commitment. 14
2.3.4 Professional Development and Continuous Improvement. 14
2.3.5 Collaboration Among Educators. 15
2.3.6 Teacher-Student Relationships. 15
2.3.7 Cultural Competence and Inclusivity. 16
2.3.8 Assessment Practices. 16
2.3.9 Teacher Reflection and Self-Assessment. 16
2.3.10 Classroom Management. 17
2.4 Empirical Review.. 17
2.5 Summary of Literature Review.. 20
CHAPTER THREE.. 21
RESEARCH METHODOLOGY.. 21
3.1 Introduction.. 21
3.2 Research Design.. 21
3.3 Population of the Study. 21
3.4 Sampling Technique and Sample Size. 22
3.5 Instrument for Data Collection.. 22
3.6 Validity and Reliability of the Instrument. 23
3.7 Method of Data Collection.. 23
3.8 Method of Data Analysis. 23
3.9 Ethical Considerations. 24
3.10 Summary. 24
CHAPTER FOUR.. 25
DATA ANALYSIS AND INTERPRETATION.. 25
4.1 Preamble. 25
4.2 Socio-Demographic Characteristics of Respondents. 25
4.3 Analysis of the Respondents’ Views on Research Question one: 30
4.4 Testing Hypotheses. 45
4.5 Discussion of Findings. 47
CHAPTER FIVE.. 50
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS 50
5.1 Summary of Findings. 50
5.2 Conclusion.. 51
5.3 Recommendations. 51
REFERENCES.. 54
APPENDICES.. 58
Appendix I: Research Questionnaire: The Effects of Teachers' Professionalism on Students' Academic Performance in English Language (A Case Study of Tower of Ivory Schools) 58
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The quality of a nation's outcomes largely depends on the quality of its teachers. It is important to recognize that teachers have a significant impact on children's educational experiences. They play a crucial role in enabling good academic results in public examinations. This reinforces the general assertion that teachers are an important resource in any educational setting. Aina, Ogundele and Olanipekun (2013) claim that teachers play the most important role among all educational resources. Obadara (2005) further emphasizes that teachers are indispensable for the effective functioning of the education system and are essential for educational progress. Adedeji (1998) states that student performance serves as a primary indicator of the effectiveness and success of educational institutions. Many scientists and researchers claim that the subpar academic performance observed in secondary schools is due to various factors, including those related to teachers, schools, homes and institutions. Opinion leaders, commentators, experts and educators agree that in Nigeria, the academic performance of secondary school students in public examinations is significantly declining. While some attribute this decline to students themselves, many blame teachers for the challenges schools face. Conversely, teachers often point to parents and students as well as government shortcomings, such as unattractive working conditions and inadequate physical resources in certain educational areas. However, it is important to recognize that a number of factors influence students' academic performance, with teachers' professional attitudes being a key factor. Students' academic performance is greatly influenced by the professional manner in which teachers behave. This is particularly true in subjects such as English, where the ability to critically analyze and communicate effectively is crucial. Moreso, students' motivation, involvement, and overall academic success can be significantly impacted by the credentials, pedagogical strategies, and interpersonal skills of their teachers. According to research by Darling-Hammond, (2000) teachers are more likely to foster a positive learning environment if they uphold high standards of professionalism through continual professional development and adherence to educational standards. Further research clarifies the connection between teacher professionalism and student success. Ingersoll (2001) asserts that well-prepared educators not only convey information effectively but also motivate students to take responsibility for their educational journeys. Your ability to adapt teaching strategies to students' diverse needs is particularly important in English classrooms, where many learners face challenges in language acquisition. This flexibility can improve student performance, according to findings from the National Center for Education Statistics. National Center for Education Stat findings show that this flexibility can raise student achievement. A study by Hattie (2009) found that student self-efficacy and engagement - two factors critical to language learning success - are strongly influenced by the quality of teacher-student interactions. A professional demeanor in the classroom promotes commitment and risk-taking, two qualities that are critical to learning the intricacies of the English language. Stronger evidences for such relationship are provided by the study of Pianta et al. (2008) asserting that positive teacher-student relationship correlates to positive emotional and academic outcomes. Possible ways to enhance student outcomes in the process of transforming the educational environment are closely connected with the development of teacher professionalism. Effective educational practices and policies that help teachers and students achieve their academic goals require ongoing exploration of this relationship (Darling-Hammond, 2010; Bill and Melinda Gates Foundation, 2014). Therefore, to inform future educational strategies, it is relevant and essential to examine the impact of teacher professionalism on students.
1.2 Statement of the Problem
The relationship between teacher professionalism and students' academic performance in English Language is a critical area of concern in educational research. Despite the recognized importance of teacher quality, many classrooms still struggle with varying levels of teacher preparedness and effectiveness. A significant gap exists between the skills required for effective teaching and the professional development opportunities available to educators. Research by Darling-Hammond (2000) indicates that a lack of comprehensive professional training can hinder teachers' ability to engage students and adapt their teaching methods to meet diverse learning needs, particularly in language acquisition contexts. This situation is compounded by the high turnover rates of teachers, which disrupts the continuity of instruction and negatively impacts student outcomes (Ingersoll, 2001).
Furthermore, the impact of teacher professionalism is not only limited to academic performance but also extends to students' overall motivation and engagement in learning English. Teachers who are less professionally prepared may struggle to create a positive and supportive classroom environment, which is essential for fostering student interest and confidence in language learning. As highlighted by Hattie (2009), effective teacher-student interactions are pivotal for enhancing academic achievement. Without a strong foundation in professionalism, teachers may inadvertently contribute to a cycle of disengagement and underachievement among students, making it imperative to investigate the specific effects of teacher professionalism on students' academic performance in English Language.Top of Form
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1.3 Objectives of the Study
The main objective of the study is to examine the effects of teachers professionalism on students’ academic performance in English Language. Specific objectives of the study are:
- To investigate the correlation between teachers' professional attributes and students' academic performance in English Language.
- To examine the impact of teachers' classroom management strategies on students' engagement, motivation, and subsequent academic achievement in English Language.
- To explore the relationship between teachers' professional development opportunities and their ability to effectively teach English Language, leading to improved student outcomes.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
1. How does the level of teachers' qualifications influence students' academic performance in English Language?
2. What specific classroom management strategies employed by teachers are most effective in fostering students' engagement and motivation, thereby positively impacting their English Language learning?
3. To what extent does participation in professional development programs enhance teachers' pedagogical skills and knowledge of effective English Language teaching methods, resulting in improved student outcomes?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no significant effect of teachers' professionalism on students' academic performance in English Language.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analyzed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organizations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Tower of Ivory Schools. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
1.10 Definition of Terms
1. Teacher Professionalism
The commitment of educators to continuously improve their teaching skills, adhere to ethical standards, and engage in ongoing professional development, which enhances their effectiveness in the classroom.
2. Academic Performance
A measure of students' achievement in educational settings, often evaluated through grades, test scores, and overall engagement in learning, particularly in subjects like English Language.
3. Pedagogical Skills
The techniques and strategies that teachers use to facilitate learning, including lesson planning, classroom management, and assessment methods, which significantly influence student engagement and comprehension.
4. Teacher-Student Interaction
The dynamic relationship between educators and their students, encompassing communication, feedback, and support, which can impact students' motivation and willingness to learn.
5. Professional Development
Training and educational opportunities that teachers pursue to enhance their knowledge and skills, leading to improved instructional practices and better student outcomes.
6. Curriculum Implementation
The process of delivering educational content in a structured manner, guided by teachers’ professionalism and understanding of the subject matter, which directly affects students’ mastery of the English Language.
7. Student Engagement
The level of interest, motivation, and active participation that students demonstrate in their learning activities, which is often influenced by the professionalism and teaching methods of their instructors.
