CHAPTER ONE

INTRODUCTION

1.1   BACKGROUND OF THE STUDY

A teacher is a significant figure in the school environment where he works and so his attitude to work tends to have significant implications, which cannot be dismissed with a wave of hand if academic excellence is to be achieved in our educational institutions where as the teacher is the key player in the educational field, the child is at the centre. In order to achieve academic excellence in the 21stcentury and beyond, the role of the teacher as portrayed through the teacher’s attitude, cannot be over emphasized. The school environment has been described as “the second most important social environment for the child after family” (Bettencourt, et al; 2003) has demonstrated that teachers’ attitude may be translated into behavior that can have problematic results for students learning. Teaching is an art and devotion of the teacher towards the subject of knowledge. The quality of any teaching programme cannot rise above the quality of its teacher.

Teachers have an important role in classroom communication, classroom behaviour management, and the achievement of teaching aims. The settings in which effective and successful classroom management is conducted are bound to make a contribution to students' success. A lot of research has dealt with classroom management and teaching skills to determine the characteristics of teachers and students. This research aims at exposing the relationship between teachers' attitude toward students on students' academic performance Because the influence of teacher attitudes inside and outside the class on students' academic performance was determined freely through student observation and student opinions, a qualitative approach was employed in the research. Findings reveal that students perceive teachers' way of classroom management, in-class and out-of-class attitudes, and teaching methods and strategies had positive or negative impacts on their academic success and participation in lessons.

Attitude as a concept is concerned with an individual way of thinking, acting and behaving. It has very serious implications for the learner, the teacher, the immediate social group with which the individual learner relates and the entire school system. Attitudes are formed as a result of some kind of learning experiences. They may also be learned simply by following the example or opinion of parent, teacher or friend. This is mimicry or imitation, which also has a part to play in the teaching and learning situation. In this respect, the learner draws from his teachers’ disposition to form his own attitude, which may likely affect his learning outcomes.

Attitude as a concept is concerned with an individual way of thinking, acting and behaving. It has very serious implications for the learner, the teacher, the immediate social group with which the individual learner relates and the entire school system. Attitudes are formed as a result of some kind of learning experiences. They may also be learned simply by following the example or opinion of parent, teacher or friend. This is mimicry or imitation, which also has a part to play in the teaching and learning situation. In this respect, the learner draws from his teachers’ disposition to form his own attitude, which may likely affect his learning outcomes.

In his observational theory, Bandura (1971) demonstrated that attitude is acquired by watching another (the model, teacher, parent, mentor, and friend) that performs the behavior. The model displays it and the learner observes and tries to imitate it. Teachers are, invariably, role models whose

attitude are easily copied by students. What teachers like or dislike, appreciate and how they feel about their learning or studies could have a significant effect on their students. Unfortunately, however, many teachers seldom realize that how they teach, how they behave and how they interact with students can be more paramount than what they teach. In a nutshell, teachers’ attitudes directly affect students’ attitudes. Teachers’ attitudes are in turn, influenced by their culture and belief system.

Teachers’ attitudes towards their students in school must be favorable enough to carry students along.

Teacher’s attitude springs from a number of sources. Some of these are to be found in the classroom but many outside it.

Omoegun, (2002) stressed that the relevance of teacher’s attitude to work influence students, pupils and society.

Business studies is a subject taught in the junior secondary schools. It enlightens the pupil on various things, relating to their personal day to day activities going on in their society hence, this course make them useful to themselves and the society in which they live in.

Business studies as a discipline involving business and clerical activities which examines the method and theories involved in all office transactions within a particular industries so as to ,make the organization become more efficient; and more effective, also it incorporate subject like typewriting, shorthand and commerce, elementary account and some of economic. In other word, it enables them to cope with some economic activities in the society, (Greene, 1998).

Therefore, teacher’s attitude in business studies is very essential because it helps to stimulate the interest of students towards learning business studies. The attitude of business studies teacher among other thing will equip the teacher with the ability to strengthen the confidence of his students in their capabilities.

It is against this background that these studies investigate the relationship between teacher’s attitudes and student’s academic performance in business studies in yaba local government.

1.2   STATEMENT OF THE PROBLEM

According to Lepper J. (1999), the extent to which age and gender, qualification, owning to personal perception and teachers attitude were predictors of student’s academic performance in business studies has been noticed.

While there are teachers who are very effective and have positive attitude towards good teaching and learning. So also are teachers who are not effective and have brought discouragement to students. These attitude on the part of the teacher could be a reflection of their home, training and preparation (Lepper J. 1999),

Teachers’ attitude can also be traced to low salaries, unconducive school environment and leadership styles as perceived by such teachers. Negative attitude to work does not produce effective performance, therefore, teacher’s attitude as an intervening variable between students learning and academic performance should not be overlooked.

It is against this background that the study investigates the relationship between teacher’s attitudes and students’ academic performance in business studies in Yaba local government.

1.3   PURPOSE OF THE STUDY

The main aim of this study is to examine the relationship between teacher’s attitude and students’ academic performance in business studies in some selected schools in Yabe local government specifically, the study will look into the following;

1.   Examine out what factors constitute teacher’s; attitude;

2.   Investigate how teacher’s attitude in business studies affect their students learning performance in the subject;

3.   Establish if there is a relationship in teachers attitude and students academic performance.

4.   Establish if there is any teacher’s attitudes towards business studies; and

1.4   RESEARCH QUESTIONS

The following questions would be provided with answers in order to guide the study;

1.   What factors constitute teacher attitude in business studies.

2.   What impact does teachers attitudes have on their student performance.

3.   Is there a relationship between teacher attitude and students academic performance  in business studies

4.   Is there any difference in the attitude of the male and female teachers teaching business studies. 

1.5   RESEARCH HYPOTHESES

The following hypotheses would be postulated to guide the study

H0:    There will be no significant difference in a male and female teachers’ attitude in business studies.

H0:    There will be no significant relationship between teachers attitude and students performance to business studies.

H1:    There will be no significant difference in public and private school teachers’ attitude in the teaching and learning of business studies

1.6   SIGNIFICANCE OF THE STUDY

Based on the finding of this study, it is hoped that the following will benefit from the study.

Parents: It is hoped that the study would be of benefit to parents

As it would reveal to them how they can enhance a positive attitude of the teacher through frequent visit to the school and also through Parents Teachers Association (PTA) meetings it would also reveal to them that the training of the child is a joint task, which should not be left done for the teachers.

Teachers: The findings of this study would reveal to teachers, the effect of negative attitude of their effectiveness and student performance and thereby encourage them to always have positive attitude towards their subject in order to portray a favorably model in their learners.

Educational Authorities: The outcome of this study would make known to educational planners and administrations the importance of motivation in enhancing a better job attitude. It would however; help in revealing how to tackle the problem of teacher’s attrition and low productivity at the local, state and national levels.

Finally, it is hoped that findings of this study would enhance a balanced educational, individual, societal and organization growth by proposing to authorities concern, ways of encouraging better academic performance of students and also add to copious amount of literature on teachers’ attitude to work.

1.7   SCOPE OF THE STUDY

The study focuses on teachers’ attitude and students’ academic performance in business studies in secondary schools in Yaba Local Government Area of Lagos State. It will be limited to private and public junior secondary schools in Mainland Local Education District Area of Lagos State due to time and functional constraints.

For this reason, five private and five public schools were selected for the research work. The result of which was expected to explain the situation of things from other schools in the state.

1.8   DEFINITION OF TERMS

The following terms are operationally defined;

Teachers’ attitude is the ability of the teacher to provide agreed upon effects in a given context it refers to result not personality. It represents output not inputs, not so much of what a teacher does but what he achieves (Amoo, 2002).

Attitude: According to Johnson (1975) attitude is a combination of concepts, information and emotions that result in a predisposition is respond favourably or unfavourable towards particular people, group, ideas, event or object.

Gender: According to Ahonsi (1994), gender is a social conception of the expectation and behaviour considered appropriate for those identified as male and female. It is the social interpretation of being male and female.

Teaching resources: Amoo (2002) said that these are collection of materials, tools and equipment etc. that can be used effectively to enhance teaching and learning.

Teacher: Olayinka (1991), declared that, a teacher is a professionally qualified person, trained, certified and well prepared to teach specific subjects in a school.

Teaching: According to Pollias and Young (1969), teaching is a means of guiding students in security the amount and quality of experience which will promote the optimum development of their potential as human beings.

Learning: Hilgard Bower (1975) defined learning as a complex process by means of which knowledge, skills, habits, facts, ideas and principles are acquired, retained and utilized in order to adopt to one’s environment and also to modify the existing behaviours when necessary.

Private schools: These are fee-paying schools that are own by individuals or private institutions.

Public schools: These are schools that are managed by the government and whose management has been assigned to state or local government. All decisions followed in schools are directives from the government and they are non fee-paying schools.

Learning strategies: This refers to the activities by which learning is achieved. For examples; reading loud, copying notes, consulting peers, asking the instructor for clarification are all learning strategies.

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