CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is widely regarded as a fundamental human right, a means of attaining enlightenment, as well as a source of wealth and power (Mugenda and Mugenda, 1999). With the history of rich countries demonstrating the importance of education in economic and technical growth, emerging countries striving to achieve the same position must prioritize education.

The objective of education, according to Boit, Njoki, and Chang'ach (2012), is to prepare individuals to transform their society and remove inequality. Secondary school education, in particular, is an essential area in both national and individual growth. It is critical in the development of a country's human resource base beyond elementary education (Achoka, Odebero, Maiyo and Mualuko, 2007).

As a result, providing high-quality secondary education is critical for producing social and economic development chances and advantages (Onsumu, Muthaka, Ngware and Kosembei, 2006). The cognitive performance of students is one of the markers of the quality of education delivered (UNESCO, 2005). According to Levin, Wasanga, and Somerset (2011), student academic achievement at the secondary school level is not just a predictor of student effectiveness but also a key problem that is influenced by teacher qualities.

According to Yusuf and Adigun (2010), the government, educators, parents, and society at large have always been interested in pupils' achievement in any academic activity. It has been established that instructors have a significant impact on pupils' academic performance. Because the teacher is ultimately accountable for turning policy into action and principles based on practice during interactions with students, they play a critical role in educational achievement (Afe, 2001).

According to Wright, Horn, and Sanders (1997), the teacher's traits are the most essential element impacting student learning. Teachers are at the crossroads of knowledge, values, and skills transfer in the learning process. Students under the instructor's guidance will make insufficient academic progress if the teacher is incompetent (Lydiah and Nasongo, 2009). This is true regardless of how similar or dissimilar the pupils are in terms of academic attainment potential.

A teacher is the link that connects teaching and learning. As a result, the teacher is a builder whose success is determined by his or her qualifications, gender, experience, and preparation. This appropriate knowledge and expertise might be gained or reached by learning extra knowledge that will enhance his or her ability to communicate effectively in the classroom (Oyedeji, 2000). That is, a teacher's attitude, personality, quality, effectiveness, academic qualification, experience, and gender all contribute to or influence his or her performance. It should also be emphasized that the teacher's degree and quality of education affect the qualities displayed in relation to the students' performance. As a result, the purpose of this research is to look at the impacts of teacher traits on students' academic progress in Government.

1.2 Statement of the Problem

Several studies have attempted to look at the relationship between teacher traits and student accomplishment, but they have left gaps that need to be addressed. Prior studies included a variety of independent factors and were done in a variety of settings, demonstrating the necessity for the suggested research.

Many Nigerian schools, both public and private, use untrained instructors and tutors who lack the necessary academic ability and training to effectively convey information to their students. These professors, who should be catalysts for learning and supporting students' academic achievement, have become a gear in the Nigerian educational system's academic advancement wheel.

Parents who are concerned about their children's or wards' underachievement in senior secondary school sometimes blame the school administration for hiring underqualified instructors with little or no teaching experience. In light of this, the purpose of this study is to investigate the impact of teacher qualities on students' academic success in government.

1.3 Purpose of the Study

The general objective of this study is to examine the effects of teachers’ characteristics on students’ academic achievement. Other specific objectives of this study are:

1· To explore the relationship between teachers qualifications and students academic achievement.

2· To find out the link between teachers’ gender, status and students’ learning outcomes.

3· To examine the effects of teachers’ experience and status on students’ academic performance in senior secondary.

1.4 Research Questions

The following questions were answered in the study:

1. Does teachers’ qualification have any effect on students’ academic performance in government?

2. What is the nexus between teacher’s gender and students’ learning outcomes in government?

3. Is teachers experience a significant predictor of students academic performance in senior secondary in government?

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