CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

If academic success is to be reached in modern educational institutions, where the teacher is the central character in the educational field and the student is at the center, then the teacher's work ethic cannot be disregarded with a wave of the hand. To attain academic achievement in the twenty-first century and beyond, the importance of the teacher's mindset cannot be overstated. The school setting, which has been regarded as "the second most important social environment for the kid after the home" (Bettencourt et al., 2022), has shown that a teacher's attitude can transfer into conduct that can have detrimental effects on student learning. Teaching is an art and a teacher's passion to the subject of knowledge. The quality of any educational program cannot exceed the caliber of its instructor.

Teachers have a crucial role in classroom communication, behavior control, and the attainment of educational objectives. The environments in which efficient and successful classroom management is implemented will undoubtedly contribute to the achievement of the students (Lepper 2022). Numerous studies have focused on classroom management and teaching abilities to determine the qualities of instructors and pupils. This study seeks to reveal the connection between teachers' attitude toward students and students' academic achievement. Because the impact of teacher attitudes within and outside of the classroom on students' academic performance was independently established by student observation and student views, a qualitative method was utilized in this study. Students' perceptions of instructors' classroom management, in-class and out-of-class attitudes, and teaching methods and strategies have either favorable or negative effects on their academic progress and involvement in courses, according to the findings (Lepper 2022).

As a concept, attitude refers to an individual's style of thinking, acting, and behaving. It has very significant repercussions for the student, the instructor, the learner's immediate social group, and the educational system as a whole. Attitudes are developed as a result of learning experiences of some type. They can also be learnt by simply imitating the actions or views of a parent, teacher, or friend. This is mimicry or imitation, which also plays a role in the context of teaching and learning. In this regard, the student draws on the disposition of his professors to build his own attitude, which is likely to impact his learning results.

As a concept, attitude refers to an individual's style of thinking, acting, and behaving. It has very significant repercussions for the student, the instructor, the learner's immediate social group, and the educational system as a whole. Attitudes are developed as a result of learning experiences of some type. They can also be learnt by simply imitating the actions or views of a parent, teacher, or friend. This is mimicry or imitation, which also plays a role in the context of teaching and learning. In this regard, the student draws on the disposition of his professors to build his own attitude, which is likely to impact his learning results.

Bantara (2022) proved in his observational theory that attitude is learned by observing someone (the model, teacher, parent, mentor, and friend) practice the activity. The model demonstrates it, while the student observes and attempts to copy it. Teachers are always role models whose behavior is easily imitated by students. What instructors enjoy or dislike, value, and how they feel about their learning or studies may have a substantial impact on their students. Sadly, however, many educators are unaware that how they educate, how they engage with students, and how they conduct themselves in the classroom might be more important than what they teach. In summary, instructors' attitudes have a direct influence on students' attitudes. In turn, teachers' views are shaped by their culture and beliefs.

Teachers' attitudes towards their students in the classroom must be sufficiently positive to motivate them. The teacher's disposition derives from a variety of factors. Some of these are found in the classroom, but the majority are found outside of it.

Omoegun, (2022) emphasized that a teacher's work attitude influences students, learners, and society.

In junior secondary schools, business studies is a required curriculum. It enlightens the student on a variety of topics relevant to their own day-to-day activities occurring in their society, so making them helpful to themselves and their community.

Business studies is a discipline involving business and clerical activities that examines the methods and theories involved in all office transactions within a specific industry in order to make the organization more efficient and effective. It also includes subjects such as typewriting, shorthand, commerce, elementary accountancy, and some economics. In other words, it allows people to participate in some economic activities in society (Greene, 2022).

Therefore, the business studies teacher's attitude is crucial since it helps to pique students' interest in learning business studies. The attitude of a business studies instructor will, among other things, provide him with the capacity to boost his pupils' confidence in their talents.

1.2 STATEMENT OF THE PROBLEM

According to Lepper (2022), the extent to which age and gender, qualification, personal perspective, and teachers' attitudes were determinants of business studies students' academic achievement has been observed.

While there are instructors who are highly successful and have a positive outlook on good teaching and learning, this is not the norm. As well are professors who are ineffective and have demoralized their students. This attitude on the side of the teacher might be a reflection of their family, training, and preparation (Lepper 2022). Teachers' attitudes can also be attributed to poor salary, an unconducive school atmosphere, and perceived leadership styles. A negative attitude toward work does not result in effective performance; hence, the teacher's attitude as an intervening variable between student learning and academic success should not be ignored.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to evaluate of the relationship between business studies teachers' attitude and students' academic performance. Precisely, this study seeks to:

i.          Determine whether there is a difference in the attitude of the male and female teachers teaching business studies.

ii.        Determine whether business studies teachers' attitude affects students academic performance.

iii.      Examine the factors that affects business studies teachers' attitude.

1.4 RESEARCH QUESTIONS

The following research questions will be answered in this study:

i.          Is there a difference in the attitude of the male and female teachers teaching business studies?

ii.        Does business studies teachers' attitude affects students academic performance?

iii.      What are the factors that affects business studies teachers' attitude?

1.5 SIGNIFICANCE OF THE STUDY

According to the findings of this study, it is hoped that the following would reap the benefits of the research.

It is thought that the study would be beneficial to parents. As it would disclose to them how they may improve the teacher's attitude through regular school visits and Parents Teachers Association (PTA) meetings, it would also indicate that the child's education is a shared responsibility that should not be left to teachers alone.

The outcomes of this study would expose to teachers the impact of a negative attitude on their efficacy and student performance, and urge them to maintain a good attitude about their topic in order to serve as a positive role model for their students.

The findings of this study will inform educational planners and administrations of the significance of motivation in fostering a more positive work attitude. At the municipal, state, and national levels, it would disclose how to address the problem of teacher attrition and low productivity.

In conclusion, it is hoped that the findings of this study will contribute to a balanced educational, individual, societal, and organizational development by suggesting to authorities ways to encourage better academic performance among students, as well as adding to the abundant literature on teachers' work attitudes.

1.6 SCOPE OF THE STUDY

This study focuses on the evaluation of the relationship between business studies teachers' attitude and students' academic performance. It is specifically focused on determining whether there is a difference in the attitude of the male and female teachers teaching business studies, determining and whether business studies teachers' attitude affects students academic performance examining the factors that affects business studies teachers' attitude.

For this research, teachers and students of selected junior secondary schools in Ukanafun LGA of Akwa Ibom State will serve as the respondents.

1.7 LIMITATIONS OF THE STUDY

This study is limited to the evaluation of the relationship between business studies teachers' attitude and students' academic performance. It is specifically limited to determining whether there is a difference in the attitude of the male and female teachers teaching business studies, determining and whether business studies teachers' attitude affects students academic performance examining the factors that affects business studies teachers' attitude.

This research is limited to teachers and students of selected junior secondary schools in Ukanafun LGA of Akwa Ibom State will serve as the respondents.

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