ABSTRACT

The purpose of this study was to establish the relationship between teachers’ attitude to work and pupils’ academic achievement. The study was guided by education production function which connects pupils’ academic performance to teachers’ attitude to work. The study objectives were to: establish how the teachers’ attitude on teaching influences the pupils’ academic performance, examine how demographic attitude to work of teachers influence the pupils’ academic performance, assess how teachers’ qualification influence pupils’ academic performance and establish how teaching experience of a classroom teacher influence pupils’ academic performance. The study was conducted in Abuja, Nigeria. The target population was comprised of the head teachers of the 29 primary schools in the division, the teachers and pupils of classes seven and eight. The study applied a descriptive research design. A questionnaire and an interview guide techniques were used for data collection. Data was analyzed using descriptive and inferential statistical techniques. The study revealed that teacher attitude to work have enormous influence on pupils’ academic performance in public primary schools. The teachers’ attitude on pupils, the demographic attitude to work of teachers and their qualification had a significant influence on pupils’ academic achievements. The researcher therefore recommends immediate measures taken on reducing teacher - pupil ratio so as to enable individual education programmes taken on learners, device away of monitoring and evaluating the curriculum implementation in schools to ensure complete syllabus coverage is done. Further research can be done so as to establish the extent of influence of other education factors such as gender, social-economical effects, environmental and peer pressure.

CHAPTER ONE INTRODUCTION

1.1  Back ground to the Study

Identification and influence of stake holders is critical to determine pupils academic performance because of the role they play (Mwika 2010) Globally, education has remained a vehicle to spring up social –economic development over the world (Aikaman and Unterhelter, 2005). Mugenda and Mugenda, (2006) further explain education as a critical instrument to industrial and technological development. Their views explain the importance of education and uphold the key role it plays towards attaining the millennium development goals which are in line with Nigeria vision 2030.

The Nigeria vision 2030 envisages a globally competitive and a prosperous nation with a high quality of life by year 2030 (Nigeria, 2008). The vision 2030 is founded on the economical, social and political pillars focusing on adding value to products and services. The social pillar of vision 2030 touches on education whose aim is to produce globally competitive quality education, training and research for sustainable development (Nigeria 2012).

This emphasis why education policy is concerned with the right to universal education; Education for All (EFA), and the need to enhance rapidly the development of skilled human resource (Nigeria 2005) This provision aspect is imperative towards attainment of millennium development goals (MDGs).It is in view of this that concerted effort to access, equality, quality and relevance education is a concern to all stakeholders of education in Nigeria (GOK 2012). The grip to these important attitude to work of education is unfortunately missing at Abuja of Meru County. This is so because of the repeated low academic results got in the division at the end of every year KNEC, KCPE (2013) results.

Bangbade (2004) and Elochuru (2001) study revealed that schools, parents and teachers as being responsible of poor performance of learners. They further cited good performance as being dependant of how efficient and effective the teachers are. This why teachers have always remained in the centre of being responsible of teaching and implementing educational policies designed to achieve the educational goals Okoro( 2013). The teachers’ qualification and their dedication is therefore important aspects to consider if pupils have to perform well (Oshod 1998, Duyilemi and Duyilemi 2002).

Sanders (1998) suggestion of the effectiveness of individual classroom teacher influence on pupils’ academic achievement is therefore wanting. The idea is supported by fact that no pupil would perform behold the quality of their teacher teacher (Duyilemi and Duyilemi 2002). Wright, Hom and Sanders (1997) believed that more can be done to improve education standards by improving effectiveness of the classroom teacher. This explains why Alexander (2005) argued that high qualified teachers produce much competent learners than less qualified teachers. Unfortunately, this pedagogy has received less attention as it deserves (Freeman and Johnson 1998)

Adeyemo (2005) observes that teacher attitude to work influence teaching and learning of pupils in classrooms. Oleleye (2011) further suggested that there is a relationship between teacher attitude to work that included of teachers knowledge of the subject, there communication abilities, the teacher interest in the job, emotion and stability of the teacher were cited in the studying in a Pakistan journal of social science vol.7 issue 5 (2010) by the Futext, HTML PP. 388-392 as affected pupils academic performance.

In India, a research done on influence on student’s performance by economic and social research council (E.S.R.C), of the global poverty research group. http://www.gprg.org/ suggested that attitude to work of subject teachers are related to students’ marks across the subject. A similar case in Nigeria on teacher’s effectiveness and student academic performance in public secondary schools suggesting the teacher as the main determinacy of the end of test results as not true.

Gregory- Greenleaf (2008) for good or poor student’s academic performance has been quite exhaustive yet controversial exists as to what contribute singly or jointly to poor student performance. This has left the gap for further research on what influence is the teacher attitude to work on pupil’s academic performance.

The Gap in academic performance of Abuja has continued to exist despite the relatively high academic performance attained by the other surrounding zones with similar prevailing conditions except that of teachers’ attitude to work. It is for this reason that the study is meant find out the influence of teachers’ attitude to work on pupils’ academic performance in Abuja. The findings can be used to improve access, equity, quality and relevance education in the area (Nigeria 2012) as these will quench the thirst of education of many stakeholders in the area.

1.2              Statement of the Problem

Even though government has expressed concern on pupils’ academic performance in National examinations, it is evidence that the situation has not changed much. Nigeria being a  developing country must strategize on ways aimed at achieving goals of education from the grassroots in order to foster developments. This is because education will act as a vehicle towards realizing the dream of achieving Nigeria vision 2030 (ENESCO, 2000). This will be done by raising the standards of education in all parts of our country equality. To achieve this, the teacher attitude to work influencing on teaching and learning has to be looked at ( Adeyomo, 2005), in order to ascertain if there is a relationship between attitude to work of teachers and pupils performance as is suggested by Oleleyo, (2011). To explain the phenomenon, this paper seeks to assess the influence of teacher attitude to work on pupil’s academic performance in primary schools in Abuja, Meru-county.

The study would help in upholding the teacher professional dynamic approach so as to help in raising the pupils’ academic performance in the area. Abuja would also dream of rekindling its hope in attaining the knowledge and skills to catch up with the foreseeable development in order to realize better academic performance.

KCPE Mean Score Result ranking of the Divisions in Tigania West District for the year 2008 to 2012 is as shown in table 1.1.

Table 1.1 Ranking of the Divisions based on KCPE performance in Abuja

Zone

2008

2009

2010

2011

2012

Bwari

208

212

223

222

240

Asokoro

225

222

232

238

247

Lugbe

260.8

258

267.97

262.01

272

Source: Ministry of Education, 2013

In that foresaid number of years, Abuja is seen to have the lowest mean score in KCPE performance than any other of two divisions. This occurred although the three divisions existed in same environmental conditions other than that of teachers. It is on this base therefore, that this study do not only examine teacher attitude to work influence on pupils’ academic performance, but also wishes to unearth and recommend possible measures to be undertaken in order to improve academic performance in the area in the area.

1.3  The Purpose of the Study

The purpose of this study was to assess the influence of teacher attitude to work on pupils’ academic performance in public primary schools in Abuja, Meru County, Nigeria.

1.4  Objectives of the Study

The study was guided by the following objectives:-

1.      To establish how the teacher attitudes towards work influences the pupils academic performance of classes five and six in Abuja.

2.      To examine how demographic attitude to work of teachers influences the pupils’ academic performance of classes five and six in Abuja.

3.      To assess how teacher qualification influence pupils’ academic performance of classes five and sixin Abuja.

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