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Full Project – THE NEXUS BETWEEN TEACHERS’ ATTITUDE AND STUDENTS’ ACADEMIC PERFORMANCE IN BUSINESS STUDIES

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THE NEXUS BETWEEN TEACHERS’ ATTITUDE AND STUDENTS’ ACADEMIC PERFORMANCE IN BUSINESS STUDIES

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

A teacher is a significant figure in the school environment in which he works, and as a result, his attitude toward work has a tendency to have significant implications. These implications cannot be dismissed with a wave of the hand if academic excellence is to be achieved in our educational institutions, where the teacher is the key player in the educational field, and the child is at the centre (Francis, 2022). It is impossible to place enough emphasis on the role of the teacher, especially as it is reflected in the manner in which the teacher carries themselves in the classroom, if one wishes to see academic achievement achieved in the 21st century and beyond. It has been shown that a teacher’s attitude can be transferred into conduct that might have adverse implications for students’ ability to learn (Bettencourt et al., 2022). The school environment has been described as “the second most important social setting for the child after the family.” The art of teaching requires complete dedication on the part of the instructor to the material being taught. No matter how well designed an educational programme may be, it will never be able to compete with the calibre of its instructors (Bettencourt et al., 2022).

Communication inside the classroom, the regulation of student behaviour within the classroom, and the accomplishment of instructional goals are all areas in which teachers play an essential role (Charles, 2022). The conditions under which efficient and effective classroom management is carried out unavoidably make a contribution to the achievement of the students enrolled in those classes. A significant amount of study has been devoted to analysing the characteristics of students and teachers through the lens of classroom management and teaching methods. The purpose of this study is to investigate the connection between teachers’ attitudes toward their students and the level of academic achievement of those students (Belleview, 2022). The research utilised a qualitative methodology due to the fact that the influence of teacher attitudes both within and outside of the classroom on students’ academic performance was freely established through student observation and student views. Students’ perceptions of teachers’ classroom management styles, attitudes displayed both inside and outside of the classroom, as well as teaching methods and strategies, were found to have either a positive or negative influence on their academic success and the degree to which they participated in classroom activities (Charles, 2022).

According to Chris (2022), the concept of attitude refers to an individual’s manner of thinking, acting, and behaving in their daily life. It has extremely severe repercussions not just for the individual learner but also for the teacher, the immediate social group to which the individual learner is connected, and the entire educational system. Learning experiences of some kind contribute to the formation of attitudes in individuals. They can also be learnt by simply imitating the behaviour of a parent, teacher, or friend, or by listening to the advice of a friend. This is a form of mimicry or imitation, which both have a role to play in the setting where learning and teaching are taking place. In this regard, the learner draws on the disposition of his teachers to build his own attitude, which in turn may possibly influence the learning outcomes he achieves (Chris, 2022).

The concept of attitude refers to an individual’s manner of thinking, acting, and behaving in their daily life. It has extremely severe repercussions not just for the individual learner but also for the teacher, the immediate social group to which the individual learner is connected, and the entire educational system. Learning experiences of some kind contribute to the formation of attitudes in individuals. They can also be learnt by simply imitating the behaviour of a parent, teacher, or friend, or by listening to the advice of a friend. This is a form of mimicry or imitation, which both have a role to play in the setting where learning and teaching are taking place. In this regard, the learner draws on the disposition of his teachers to build his own attitude, which in turn may possibly influence the learning outcomes he achieves (Saint, 2022).

Bandura’s (1971) as seen in (Chris, 2022), observational theory established that an attitude may be acquired by seeing another individual (the model, teacher, parent, mentor, and friend) that performs the behaviour. This was proved by Bandura. The model will perform it, and the learner will watch, then attempt to imitate it themselves. Teachers are generally role models whose students can aspire to emulate.

Students are quick to imitate the behaviours and attitudes of teachers. What instructors enjoy or don’t like, respect, or how they feel about their own learning or studies may have a big impact on the students they teach (Saint, 2022). To their detriment, however, the vast majority of educators are woefully ignorant of the fact that how they teach, how they conduct themselves, and how they engage with students can sometimes be of greater significance than the content that they impart. In a nutshell, the attitudes of teachers have a direct impact on the attitudes of their students. The culture and belief system of a teacher will, in turn, have an effect on the attitude of that teacher (Adegoke, 2022).

The attitudes that teachers have toward their students in the classroom ought to be positive enough to keep the kids engaged. The attitude of the teacher can be traced back to a variety of different origins. There are some of these in the classroom, but the most of them are located outside of it.

Omoegun (2022) emphasised the significance of the relevance of a teacher’s approach to work in terms of its influence on students, students, and society.

Junior high schools typically include business studies as one of their required subjects for students to study. Because it educates the student on a variety of topics that are relevant to their day-to-day lives and the activities that are taking place in their society, this subject enables them to contribute meaningfully to both their own lives and the lives of the people around them (Adegoke, 2022).

Business studies is a field of study that involves business and clerical activities. It investigates the methods and theories involved in all office transactions within a specific industry in order to help organisations become more efficient and effective. In addition, business studies incorporates topics such as typewriting, shorthand, commerce, elementary accountancy, and some economics. To put it another way, it permits individuals to participate in certain economic activities that are going on in the community (Greene, 2022).

As a result, the attitude of the teacher in business studies is highly important since it contributes to the stimulation of the interest of students in learning business studies. The mindset of a teacher of business studies will, among other things, equip the teacher with the ability to bolster the students’ confidence in their own talents (Adegoke, 2022).

Because of this, the purpose of these studies is to study the connection that exists between the attitudes of teachers and the level of academic achievement that students achieve in business studies classes taught in the Uyo local government.

1.2 STATEMENT OF THE PROBLEM

According to Lepper (2022), it has been observed that the degree to which a student’s age and gender, qualification, owning to personal perception, and teachers’ attitude were determinants of that student’s academic achievement in business courses has been seen.

Although there are some instructors who are very effective and have a constructive outlook on effective pedagogy and student learning, there are also others who do not. Also included in this category are instructors who are ineffective and who have been a source of discouragement for their students. Instructors’ attitudes can be traced back to poor salary, an unconducive school climate, and leadership styles as viewed by such teachers (Udom, 2022). This attitude on the part of the teacher could be a reflection of their home, training, and preparation (Lepper 2022). A poor attitude toward one’s work does not lead to productive results; hence, the attitude of the teacher as an intervening variable between student learning and academic success should not be ignored.

In light of this, the purpose of this study is to investigate, within the context of Uyo local government of Akwa Ibom State, the connection that exists between the attitudes of business studies teachers and their students’ levels of academic achievement.

1.3 OBJECTIVES OF THE STUDY

The main aim of this study is to examine the the nexus between teachers’ attitude and students’ academic performance in business studies. Specifically, this study seeks to:

i. Determine whether teachers’ attitude affects students academic performance.

ii. Examine the factors that affects teachers’ attitude in Business Studies.

iii. Examine ways in which teachers teachers’ attitude in Business Studies can be improved.

1.4 RESEARCH QUESTIONS

The following research questions will be answered in this study:

i. Does teachers’ attitude affect students academic performance?

ii. What are the factors that affects teachers’ attitude in Business Studies?

iii. What are the ways in which teachers teachers’ attitude in Business Studies can be improved?

1.5 SIGNIFICANCE OF THE STUDY

In light of the findings of this investigation, it is hoped that the following will be able to make use of the information provided by the study.

Parents: It is hoped that the research will be of some use to the parents in the long run.

Because it would demonstrate to them how they can encourage a constructive attitude on the part of the teacher by making frequent visits to the school and also by participating in meetings of the Parents Teachers Association (PTA), it would also demonstrate to them that the education of the child is a collaborative effort that should not be left up to the teachers to carry out on their own.

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

Educational Planners and Administrations: The findings of this study will make it clear, to educational planners and administrations, how important motivation is in the process of developing a more positive attitude toward one’s work. On the other hand, it would be helpful in exposing how to address the issue of teacher turnover and low productivity at the local, state, and national levels.

In conclusion, it is hoped that the findings of this study will contribute to an increase in a well-balanced educational, individual, societal, and organisational growth by suggesting to the concerned authorities ways of encouraging better academic performance of students and also adding to the abundant amount of literature on how teachers feel about their jobs.

1.6 SCOPE OF THE STUDY

This study focuses on the nexus between teachers’ attitude and students’ academic performance in business studies. Specifically, this study focuses on determining whether teachers’ attitude affects students academic performance, examining the factors that affects teachers’ attitude in Business Studies and examining ways in which teachers teachers’ attitude in Business Studies can be improved.

Teachers and students of Uyo High School, Uyo will serve as the enrolled participants for the survey of this study.

1.7 LIMITATIONS OF THE STUDY

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.8 DEFINITION OF TERMS

Attitude: In psychology, attitude is a psychological construct, a mental and emotional entity that inheres in or characterizes a person, or their attitude is their approach to something, or their personal view on it. Attitude involves their mindset, outlook and feelings.

Teachers: A teacher, also called a schoolteacher or formally an educator, is a person who helps students to acquire knowledge, competence or virtue. Informally the role of teacher may be taken on by anyone.

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Full Project – THE NEXUS BETWEEN TEACHERS’ ATTITUDE AND STUDENTS’ ACADEMIC PERFORMANCE IN BUSINESS STUDIES

Click here to Get The Complete Research Project Chapter 1-5

Full Project – THE NEXUS BETWEEN TEACHERS’ ATTITUDE AND STUDENTS’ ACADEMIC PERFORMANCE IN BUSINESS STUDIES

Full Project – THE NEXUS BETWEEN TEACHERS’ ATTITUDE AND STUDENTS’ ACADEMIC PERFORMANCE IN BUSINESS STUDIES

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