COMPLETE PROJECT-THE IMPACT OF TEACHERS AND PRINCIPALS QUALIFICATION ON THE PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN ECONOMICS

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CHAPTER ONE

INTRODUCTION

1.1    BACKGROUND TO THE STUDY

The qualifications of teachers and principals play a critical role in shaping the educational outcomes of senior secondary school students, particularly in subjects like economics. Research indicates that teacher qualifications, including formal education and specialized training, directly influence student performance. According to Darling-Hammond (2000), well-qualified teachers are better equipped to deliver complex content and employ effective instructional strategies. This is particularly relevant in economics, where understanding abstract concepts and applying analytical skills are essential for success. Studies have shown that students taught by certified teachers with a strong grasp of economics outperform those who are not (Goldhaber & Brewer, 1997).

Furthermore, the role of school principals in fostering an environment conducive to learning cannot be overstated. Principals with strong educational backgrounds and leadership experience are more likely to implement policies that support effective teaching practices. Leithwood and Jantzi (2000) highlight that effective school leadership is associated with higher levels of student achievement. In the context of economics, principals who understand the subject matter can better guide their teachers and ensure that the curriculum is delivered effectively, thereby enhancing students’ grasp of economic principles.

In addition to formal qualifications, ongoing professional development for both teachers and principals is crucial for maintaining high educational standards. Continuous training helps educators stay updated on the latest pedagogical strategies and economic theories. According to Hill and Charalambous (2012), professional development can significantly improve teachers’ content knowledge and instructional skills, leading to better student outcomes. This is especially pertinent in economics, where rapid changes in global markets and economic theory require educators to be adaptable and informed.

The impact of teachers’ qualifications is further complemented by the socioeconomic context of the school. Schools in disadvantaged areas often struggle to attract and retain qualified personnel, which can adversely affect student performance. According to a study by Hanushek (2011), the concentration of less-qualified teachers in low-performing schools exacerbates educational inequalities. Students in these environments may lack access to high-quality economics instruction, limiting their understanding and interest in the subject.

Moreover, the relationship between teachers’ qualifications and student performance can be influenced by various moderating factors, including school culture and resources. A positive school climate, characterized by collaboration and support, can enhance the effectiveness of qualified teachers (Baker & Soden, 2001). In economics education, where critical thinking and problem-solving are essential, a supportive environment can foster deeper engagement with the material, leading to improved student outcomes.

the qualifications of teachers and principals significantly impact the performance of senior secondary school students in economics. Well-trained educators, coupled with strong school leadership and supportive learning environments, create conditions that enhance student achievement. Continued investment in teacher education and professional development, particularly in economically disadvantaged areas, is vital to ensure equitable access to quality education in economics. As the field continues to evolve, ongoing research will be essential to understand the dynamics of educational qualifications and their implications for student learning.

1.2    STATEMENT OF THE PROBLEM

In Nigeria, the performance of senior secondary school students in economics is a pressing concern, particularly given the subject’s critical role in fostering economic literacy and informed citizenship. Despite the growing emphasis on quality education, many students continue to struggle in economics, indicating potential deficiencies in instructional quality. One significant factor contributing to this issue is the qualifications of teachers and principals. Research has established that educators’ academic background and professional development directly correlate with student achievement. However, the disparity in qualifications among educators in Nigeria remains pronounced, often influenced by regional and socioeconomic factors (Ogunyemi, 2019).

The qualifications of teachers in Nigeria vary widely, with many lacking formal training in economics or relevant subjects. This gap in expertise can result in ineffective teaching practices that fail to engage students or convey essential economic concepts. According to Adeyemi (2010), many secondary school teachers possess only a basic understanding of their subjects, leading to superficial instruction that does not adequately prepare students for examinations or real-world applications. As a result, students may develop misconceptions or a lack of interest in economics, hindering their overall academic performance and future prospects in related fields.

In addition to the qualifications of teachers, the role of school principals is crucial in shaping educational outcomes. Principals with robust educational backgrounds and leadership skills can foster a positive learning environment that enhances teaching effectiveness. However, many Nigerian schools face challenges related to leadership, as many principals may not possess the requisite qualifications or experience to implement effective educational policies (Afolabi, 2020). This lack of effective leadership can lead to a fragmented approach to curriculum delivery, further exacerbating the challenges students face in grasping economic concepts.

Moreover, the impact of inadequate qualifications extends beyond individual classrooms, influencing the overall educational ecosystem. Schools in Nigeria often experience significant disparities in resource allocation, which can hinder efforts to improve teacher qualifications and professional development. As highlighted by Akpan (2018), schools in rural or underserved areas frequently lack access to qualified teachers and essential teaching materials, resulting in an inequitable learning experience for students. This inequity not only affects students’ performance in economics but also perpetuates broader educational and economic disparities within the country.

The interplay between teacher and principal qualifications creates a complex dynamic that impacts student performance in economics. While there is a recognized need for qualified educators, systemic issues such as inadequate training programs, limited professional development opportunities, and bureaucratic challenges further complicate the situation (Uche, 2021). Addressing these systemic barriers is essential for improving educational outcomes in economics and ensuring that all students receive a high-quality education, regardless of their geographic or socioeconomic context.

1.3    PURPOSE OF THE STUDY

The purpose of the study is to examine the impact of teacher’s educational qualification on the performance of senior secondary school students in economics. Specifically, the objectives of the study are:

• To Examine the impact of teacher quality on the academic achievement of secondary school students in economics.
• Determine the qualities that make up a good economics teacher.
• Examine the roles of economics teachers in improving students’ performance.
• Examine the relationship between economics teachers teaching method and students performance.
• Suggest for educational planners and policy makers in the state teaching service commission.

1.4    RESEARCH QUESTIONS

• What is the level of teacher’s contribution towards student’s performance in economics?
• What are the qualities that make up a good economics teacher?
• What is the level of teachers increase in the performance of senior secondary school students in economics in this present millennium?
• What is students’ perception on their poor academic performance and teacher’s methods of teaching?
• How can educational qualities of teachers lead to students’ performance in economics?

1.5    RESEARCH HYPOTHESIS

The research seeks to test the following null hypotheses and make decisions on their outcome based on the data that will be gathered.

H0:    Teacher qualities have no strong influence on academic achievement of senior secondary school students.

H0:    There is no significant difference between teachers’ years of experience and student’s academic performance in economics.

1.6    SCOPE AND DELIMITATION OF THE STUDY

The research study will look at the impact of the teachers to the performance of senior secondary school students in economics.

Because of time constraint, This study will be delimited to the research design in the five (5) randomly selected secondary schools in yaba local government area of Lagos state, namely, Lagos city college, kings college Lagos, queens college, eletu odibo secondary school and our lady of Apostle school, Yaba.

Out of the five randomly selected schools, fifty (50) students offering economics will be randomly selected in all.

Research instrument will be the questionnaire, while a non-parametric test will be used to present the data.

1.7    SIGNIICANCE OF THE STUDY

The findings of the research work will be of help to teachers, students, school management and educational planners as well as the entire society. It will guide the school management on what qualities and qualifications to look for in recruiting facilitators. It will also give teachers an insight into what is expected of them. Also, these findings can be used to guide educational planners about the need for qualified economics teachers to facilitate effective teaching and learning in secondary schools.

Furthermore, the qualifications of principals play a crucial role in shaping the overall educational environment. Effective school leadership is essential for creating a culture of high expectations and continuous improvement. Principals who are well-qualified not only understand the educational landscape but can also implement strategies that support teacher development and student learning. They can foster collaboration among teachers, facilitate professional development opportunities, and create a supportive school culture that prioritizes academic success. This strong leadership is particularly important in subjects like economics, where critical thinking and analytical skills are paramount.

Another significant aspect is the role of qualifications in motivating both teachers and students. Educators who are committed to their professional development and possess the necessary qualifications are more likely to be passionate about their teaching. This enthusiasm can be contagious, inspiring students to take an active interest in their studies. When students see their teachers engaged and knowledgeable, they are more likely to participate actively in class discussions, seek clarification on challenging topics, and ultimately, perform better academically. A motivated and engaged classroom environment can lead to a deeper understanding of economics and improved performance in assessments.

Moreover, addressing disparities in qualifications among teachers and principals is crucial for promoting educational equity. In many regions, under-resourced schools may struggle to attract qualified educators, leading to a cycle of disadvantage for students. By prioritizing the recruitment and retention of well-qualified teachers and principals, educational policymakers can help bridge the achievement gap and provide all students with access to high-quality instruction. This is particularly important in subjects like economics, where understanding complex societal issues is essential for informed citizenship and participation in democratic processes.

The significance of qualifications extends beyond immediate academic performance; it also has long-term implications for students’ future opportunities. A strong foundation in economics can equip students with critical skills that are valuable in the workforce and in higher education. By ensuring that students receive instruction from qualified teachers and principals, educational systems can better prepare them for success in a global economy where economic literacy is increasingly important. This preparation can lead to greater career prospects and informed decision-making in students’ personal and professional lives.

1.8    DEFINITION OF TERMS

The following terms were define according to the circumstances of their usage.

Teacher qualification: This refers to the level of academic achievement of a teacher beginning from the level of teachers training to the level of in-service training.

Student performance: This refers to the ability and capacity of the student to achieve an educational aim.

Economics: Economics is a science of allocation and distribution of scarce means to satisfy human unlimited wants.

Teacher education: This refers to a means through which prospective teachers are trained to teach.

Human resources management: It is a means of supervising, directing and controlling the numbers of people who have skills, educational and experience that are critical for the socio-economic development of a country.

Educational planning: This is a proposed intention at achieving educational aims and improving teaching and learning.

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COMPLETE PROJECT-THE IMPACT OF TEACHERS AND PRINCIPALS QUALIFICATION ON THE PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN ECONOMICS