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Teachers’ Characteristics And Teaching Effectiveness Among Primary School Teachers

Abstract: The study was designed to determine the teachers’ characteristics and teaching effectiveness among primary school teachers in Uyo Local Government Area. To guide the study three specific objectives, and three research questions and three hypotheses were formulated. A survey design was adopted for the study. One hundred and twenty teachers were selected as sample size of the study. The researcher developed instrument called Teacher’s Characteristics and Teaching Effectiveness Questionnaire (TCTEQ) which was used to generate data for the study. Pearson Product Moment Correlation was used for data analysis. From the findings, the study revealed that, there is a positive relationship between teachers’ experience and teaching effectiveness.  The study concludes that teaching effectiveness can be attained in schools if the teachers are acquainted with personal and professional qualities.

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Teachers’ Characteristics And Teaching Effectiveness Among Primary School Teachers

CHAPTER ONE: INTRODUCTION

1.1       Background to the Study

The educational foundations begin from the primary school according to the Nations policy on Education (2004), is the education given to the children from the ages of six to eleven years plus (6-11 years). Primary education in Nigeria is the bedrock of the nation’s educational system since it determines the quantity and quality of subsequent education. This level of education according to NPE (2004) aims at inculcating permanent literacy, innumeracy, laying of a sound basis for scientific thinking and others.

Since primary school is the foundation for an individual’s education, therefore anything that is being done at the primary school level should be done with all sense of dedication and seriousness, because primary education is the gateway to whatever an individual can achieve through education (Maduewesi, 2005). And for an individual to have a solid secondary and tertiary education, a solid primary education is inevitable. This is the reason the National Policy on Education (2004) States that primary education is the key to the success or failure of the whole educational system. It is, therefore, the responsibility of the primary school to ensure the attainment of the objectives of primary education, thereby laying the foundation for national development.           

Essentially, teachers are the very sources of success or failure for the entire education process. No wonder the Federal Government of Nigeria (2004) declares that “no nation can rise about the quality of its education and no education can rise above the quality of its teacher”. To ensure high-quality job performance by primary schools teachers, the various physiological and psychological needs of the teachers including health, feeding, social status, self-esteem together with teacher’s aspirations and self-actualization must be harmoniously provided for they serve as the measuring rod for successful job performances.

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For Nigeria have a foundational and qualitative primary education, foundational and qualitative approach/teachers must be put in place to develop the primary education in Nigeria. In the light of this, this project will look into teachers’ characteristics and teaching effectiveness among primary school teachers in Uyo Local Government Area. Traditionally, teachers are regarded as a store or reservoir of knowledge, the store and sources of all transmission of knowledge. He is regarded as the conserved of all desirable values; the contemporary view of a teacher is today different. The teacher today is seen as a manager of resources for learning, a facilitator of knowledge, rather than a transmitter.

For these to be accomplished in the learning and teaching of primary school pupils, the teacher needs certain important characteristics to enable him to succeed in the set goals/ targets. The teacher should be able to communicate effectively in the classroom to allow for easy lesson delivery and the understanding of the learners and when communicating should be able to reduce his language to the level of the learners, the teachers, having in mind nature, the age, the psychological growth of the learners, should try to understand the challenges, weaknesses and their potentials. Therefore, the teacher must have knowledge of the subject matter, he/she should be able to understand the subject to be presented to the pupils, having a positive attitude to work and be enthusiastic in dealings with the learners.

Teachers’ Characteristics And Teaching Effectiveness Among Primary School Teachers

1.2       Statement of the Problem

An examination of popular beliefs about learning shows that there is a pressing need for teachers to understand the learning process.  Not only because of the misinterpretation of what goes on in the classroom. Therefore, learning is a relatively simple process and what is needed are facts and theories about learning that have facts more of a scientific basis.

Learning and effective lesson delivery by the teachers become paramount in the mind of the teacher, failure of which renders the whole process of inculcating the values of education in the pupils become null and void. It is against this background that this study seeks to investigate teachers’ characteristics and teaching effectiveness among primary school teachers in Uyo Local Government Area.

Teachers’ Characteristics And Teaching Effectiveness Among Primary School Teachers

TABLE OF CONTENTS

Abstract

CHAPTER ONE – INTRODUCTION

1.1      Background of the Study

1.2      Statement of the Problem

1.3      Purpose or Objectives of the Study

1.4       Research Questions

1.5     Research Hypotheses

1.6        Significance of the Study

1.7       Delimitation or Scope of the Study

1.8       Operational Definition of Terms

CHAPTER TWO -REVIEW OF RELATED LITERATURE

2.1       Teacher’s Qualification and Teaching effectiveness among Primary School Teachers

2.2       Teacher’s Experience and Teaching Effectiveness among Primary School Teachers

2.3       Teacher-Pupils’ Relationship and Teaching Effectiveness among Primary School Teachers

2.4       Summary of Literature Review

CHAPTER THREE- METHODOLOGY

3.21       Area of the Study

3.1       Research Design

3.3       Population of the Study

3.4       Sample and Sampling Technique

3.5       Instrument for Data Collection

3.6       Validation of Instrument

3.7       Reliability of the Instrument

3.8       Method of Data Collection

3.9       Method of Data Analysis

 CHAPTER FOUR

4.1       Data Analysis and Presentation

4.2       Discussion and Findings

Teachers’ Characteristics And Teaching Effectiveness Among Primary School Teachers

Teachers’ Characteristics And Teaching Effectiveness Among Primary School Teachers

 CHAPTER FIVE

5.1       Summary

5.2       Conclusion

5. 3      Recommendations

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