TEACHER QUALITY AND WORK ENVIRONMENT AS DETERMINANTS

OF SECONDARY SCHOOL STUDENTS ACADEMIC PERFORMANCE IN

WARRI SOUTH LOCAL GOVERNMENT AREA OF DELTA STATE

ABSTRACT

This study was carried out in Warri South Local Government Area of Delta State,
looks at teacher quality and work environment as predictors of secondary school
students' academic success. For the study, three research questions were posed. A
descriptive survey design was used in this study. The research supervisor determined
the instrument's validity, and the test-retest method was used to determine its
reliability. The Pearson correlation moment yielded a value of 0.89. Data was
collected from respondents using research methods such as questionnaires. A total of
96 teachers were chosen at random. A questionnaire was utilized as the research
tool. The information gathered. Simple percentages were used to analyze the data.
Based on the findings, it was revealed that the environment had a substantial impact
on secondary school pupils' academic performance. Teaching facilities, teachers
should be properly interviewed before employment, teachers who are not qualified
should be laid off, provision of comfortable offices for teachers, proper supervision of
teachers progress during class, and frequent evaluation of teachers notes are all
factors that can improve teacher quality and working conditions, according to the
study. Based on the findings, it was suggested that principals guarantee that
instructors' potentials are effectively harnessed and exploited in order for students'
academic achievement to represent the actual image of their quality. Teachers with
many years of experience, for example, should be supported and motivated to
continue in the profession since the duration of service/experience has a major
impact on students' performance. Teachers must wake up to their responsibilities and
be dedicated to their duty in the classroom because poor student performance will
always be attributed to their failure in their assigned task. Governments, through the
inspectorate division, must routinely visit schools to ensure that teachers are doing
their primary assignment. Teachers must wake up to their responsibilities and be
dedicated to their duty in the classroom because poor student performance will
always be attributed to their failure in their assigned task.

1
 TABLE OF CONTENTS

Cover - - - - - - - - - - - i
Title Page - - - - - - - - - - - ii
Declaration - - - - - - - - - - - iii
Certification- - - - - - - - - - - iv
Dedication - - - - - - - - - - - v
Acknowledgement - - - - - - - - - - vi
Abstract - - - - - - - - - -
vii
Table of content - - - - - - - - - -
viii

CHAPTER ONE: INTRODUCTION

1.1. Background of the Study - - - - - - - 1
1.2. Statement of the Problem - - - - - - 3
1.3. Objective of the Study - - - - - - - 4
1.4. Research Question - - - - - - - 4
1.5. Significance of the Study - - - - - - 5
1.6. Scope/Delimitations of the study - - - - - 5
1.7. Definition of Terms - - - - - - - 5

2
CHAPTER TWO: REVIEW OF LITERATURE
2.0Introduction - - - - - - - - - - 7

2.1 Theoretical Framework - - - - - - - - 8

2.1.1 Effective School Theory - - - - - - - - 9
2.1.2 Behavioral Learning Theories - - - - - - -
12
2.1.3 Cognitive-Information Processing Theories - - - - -
13
2.1.4 Cognitive- Constructivist Learning Theories - - - - -
14
2.2 Conceptual Review - - - - - - - -
17
2.2.1 Academic performance - - - - - - - -
17
2.2.2 The concept of poor academic performance - - - - -
18
2.2.3 Factors that Affect Academic Performance of Students - - -
19
2.2.4 Student learning preferences - - - - - - -
21
2.2.5 Class Attendance and Academic Performance - - - - -
21
2.2.6 Teacher educational qualification - - - - - -
22
2.3 Empirical Review - - - - - - - - -
24

CHAPTER THREE: RESEARCH METHODOLOGY

3
 3.1. Introduction - - - - - - - - -
26
3.2. Research Design - - - - - - - -
26
3.3. Area of Study - - - - - - - -
27
3.4. Population of the Study - - - - - - -
27
3.5. Sample Size/ Sample Techniques- - - - - -
27
3.6. Instrument for data collection- - - - - - -
28
3.7. Validity of instruments - - - - - - -
28
3.8. Reliability of Instrument - - - - - - -
28
3.9. Administration of Instrument - - - - - -
29
3.10. Method Of Data Analysis - - - - - -
29

CHAPTER FOUR: RESULT AND DISCUSSION

4.0. Introduction - - - - - - - - -

30

4
 4.1. Description of the Sample - - - - - -

30

4.2. Analysis of Demographic Data - - - - - -

31
4.3. Analysis on research questions - - - - - -
35
4.4. Discussion of Findings - - - - - - -
43

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS
5.1. Summary- - - - - - - - - -
45
5.2. Conclusions - - - - - - - - -
46
5.3. Recommendation - - - - - - - -
46
References - -- - - - - - - -
48
Appendix - - - - - - - - -
54

5
 CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Many national and international studies have revealed that teacher quality and

the overall work environment have a substantial influence on the amount of education

that children get. If the school fails to provide the necessary learning facilities and an

appropriate environment for teaching and learning, students will not be completely

prepared with the necessary skills or talents to live in our complex society.

Every student requires and deserves dedicated and spectacular teachers who

are qualified in their subject matter, are well-trained, and know how to teach to high

standards, and bring learning to life for students (President Clinton, September 2016).

In 2017, President Clinton of USA address, issued a “call to action” to enhance

teacher quality, citing concerns about the deterioration of public education. In today's

global and economic environment, a student's ability to read and write is less

important than his ability to apply such skills to solve complex issues.

The qualities of education depend not only on the performance of the teachers

but also upon how they can effectively control the school environment (Ajao,2001).

6
The student is poor in its performances, including poor studying practices, lack of

resources, discipline, poor facilities, inefficient teachers' performance, the teaching

method, and type of education.

Effective interactions with the environment can also lead to learning.

Environment refers to the presence of amenities that might be useful to students or

can assist them in their study and provide a favorable academic output. This

environment extends from books, audio-visual, teaching software and hardware, and

includes classroom sizes, sitting location and set-up, tables, chairs, boards, regiments

on which practical instruments are placed.

On the other hand, lack of discipline among school instructors is a mitigating

influence. This may promote discipline and negatively affect the academic

accomplishment of the learner.

Qualified instructors' availability is a crucial contributing factor in school

achievement. (Akinsolu,2010) highlights that the effectiveness of instructors trained

in services in classrooms compared to instructors who had not been trained in any

way. Following these conclusions, King and Newman (2000) state: "The

improvement in highly qualified development's insight, abilities, and demeanor of

teachers is a critical step towards improving academic performance since teachers

have had the most straightforward, sustained connections with students and

considerable control of what they have been taught and of the climate for learning.

7
 Many experts typically disagree that schools, including the management of

teachers, have a key role in favorable academic success compared to other aspects. A

report temporarily doubts the role of instructors on the accomplishment of students.

This research shows that the influence of instructors and the teaching quality was less

relevant than other factors such as the socioeconomic position of students for learning

and accomplishment. However, later research has proven that instructors make a real

impact on the performance of the student

1.2Statement of the problem

The general public favors guaranteeing that the highest educational priority for

a highly competent teacher in each classroom. The quality and the educational

environment of instructors are more concerned with the accomplishment of pupils.

The risking failed cause of this failure has decreased in the absence of basic

infrastructural facilities such as good buildings, high-quality teachers, experience and

competence, discipline, school climate, location, and the probability of student

surpluses in classrooms because of the increasing mass failure of the students, both

externally and internally; Due to the increasing rate of student mass failure, Opinions

of other scientists. The researcher, however, studies the effects of the quality and

work environment of instructors on the academic achievement of high school

students.

1.3Objectives of the study

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 The following are the objectives of this study:-

i. To examine the veracity of the conclusion that well-prepared teachers and

high-quality teaching matter.

ii. To identify specific characteristics of teachers, that contribute to successful

student outcomes.

iii. To identify factors that affect secondary school student academic performance.

1.4 Research questions

i. What are the effects of work environment on secondary school student’s

academic performance?

ii. What is the correlation between the teacher’s quality and secondary school

student’s academic performance?

iii. What are the factors encouraging secondary school student academic

performance?

1.5Significance of the study

The findings will serve as a guide for school administrators in terms of the types of

school environments that are necessary for secondary school pupils to have a better

learning experience.

The findings of this study will aid in informing school administration and board

members on the value and quality of teacher certification.

9
This research work will serve as a resource base to help other scholars and

researchers interested in carrying out further research in this field.

1.6 Scope/Delimitations of the study

This quality and working environment research will include 100 instructors

selected from five public and five private secondary schools in the Warri South Local

Government Area of Delta state, as a determinant of the academic achievement of

secondary school students.

1.7 Definitions of terms

1. Teacher:- A person whose job is to pass information and orientate students

about certain subjects.

2. Students:- A person formally engaged in learning, especially one enrolled in a

school or college.

3. Environment:- The setting or condition in which a particular activity is

carried.

4. Performance:- The accomplishment of a given task measured against the

preset known standard of accuracy, completeness, cost, and speed.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction

This chapter gives an insight into various studies conducted by researchers

concerning teacher quality as a determinant of Secondary School Students' academic

performance. This chapter deals with the following sub-headings;

 Theoretical framework

 Conceptual Review

 Empirical review

A series of teacher & variables has revealed that teacher/student availability

programs, teacher/student relationships, teacher attitude, work satisfaction,

motivation, and salary affect the results of learning for the student (Mark, 2013 and

Akpo 2012). One literature also showed that teacher and student variables include

age-old teaching experience, educational background, or academic skills (Yara and

Surumo, 2012; Ayodele and Ige, 2012.)

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 Teachers' qualifications in their particular professions should not be overlooked if

teaching is to be satisfying and successful; rather, prospective instructors and on-the-

job teachers who do not hold the minimum essential academic level should seek

training to become certified.

According to Ukeje (2000), teachers' qualifications are critical to the global society's

educational progress. He considers the teacher to be the foundation of any academic

program, stating that good teacher qualifications will lead to better student

performance and that there is likely to be a link between student performance and

teacher effectiveness, as well as between performance and classroom atmosphere.

Adesina (2001) saw the need to improve instructors' qualifications, and he believes

that teaching experience has a significant impact on students' success.

2.1 Theoretical Framework

Learning theory describes how learning and teaching methods should be and or

should commence, and it is also a performance measure of change of behavior as a

result of experience. Three (3) ideas of successful teaching and learning are listed

below.

 Effective Schools Theory

 Behaviorist Theory

 Cognitive Theory

12
2.1.1 Effective School Theory

This was based on Lezotte's (2010) critical study of the successful schools model. An

effective school, according to this paradigm, may show the existence of both quality

and equity. According to Lezotte, seven correlates of inclusive education are strong

professional development, a clear and focused mission, safe and orderly schools, a

climate of high expectations for success, maintenance schedule of classroom

management, positive home-school relations, and opportunities to improve on-task

performance (2010). According to Lezotte (2010), strong instructional and inspiring

leaders are proactive in seeking support in creating coaching staff and a learning and

professional development-friendly culture. The Director, Principal, and others work

as instructional leaders in an effective school, successfully and consistently

expressing and demonstrating the school's vision to staff, parents, and students. A

school atmosphere and culture that is characterized by realistic expectations for

behavior, regular and fair enforcement of rules and regulations, and caring,

responsible interactions among staff and kids are classified as a safe and productive

school (Lezotte, 2010). Everyone understands where they're going and why they're

13
there if they have a clear and focused objective. It entails a deliberate goal and a

laser-like focus on predetermined objectives. A defined emphasis aids in the

development of programs and school activities aimed at improving student outcomes.

The atmosphere for lofty aspirations for success must not be disregarded when

it comes to student accomplishment. Personalized learning environments are

designed to foster healthy interactions among students as well as between students

and teachers. Students feel like they belong in the school environment when

classrooms are warm and welcoming, and the learning process is purposeful,

engaging, and meaningful. When children's histories and origins are recognized and

acknowledged, they are seen as "assets" rather than "deficiencies."

Evaluating the teaching-learning process regularly necessitates paying close

attention to both student learning outcomes and the efficacy of school and classroom

practices (Lezotte, 2010). Students' learning is assessed by test scores, student

development products, performances, and other forms of proof of learning. Teachers

assess their teaching via personality, while supervisors evaluate programs and

teachers. The findings of assessments are used to plan student success as well as

school-wide decision-making and planning. Classrooms, school assessments, and

teaching curricula are all changed as a result of the data.

Lezotte (2010) has used the concept "family and community participation" to

characterize a wide range of activities, initiatives, and initiatives that bring parents,

14
businesses, and other stakeholders together to improve student learning. Through a

range of activities that highlight the significance of education, families may be

physically and financially active in the education of their children.

When a student has the opportunity to study or spends time on a task, he or she

is more likely to learn the majority of the teachings. Time on task requires that each

instructor, grade by grade, topic by topic, has a clear knowledge of a student's goal.

After the pupil has been examined, they should be given plenty of time to study.

Students of all abilities, colors, genders and socioeconomic backgrounds have equal

access to education. (According to Lezotte, 2010).

Our idea is pertinent to this study since the seven correlates of effective

schools necessitate good school leadership. This is in line with Sullivan and Glanz's

(2000) argument that a school leader's primary responsibility is to provide

instructional leadership that results in a common vision of the school's future and to

manage change in ways that assure the school's success in achieving the vision.

Lezotte's (2010) successful schools model has changed other educational

theories and offered beneficial methods that low-performing schools might take to

increase academic performance by finding the correlates of high-performing schools

in Nigeria.

15
2.1.2 Behavioral Learning Theories

This dates back to the late 1800s and early 1900s when "associationistic"

learning methods were developed. Learning, according to behavioral learning

theories, is defined as a change in the rate/frequency of incidence, or the form of

behavior or reaction, that takes place primarily as a result of environmental factors

(Chunk, 2012). They also claim that learning entails the development of connections

among both stimulus-response. Inferences were drawn from observations of behavior

in "lower organisms" with the only premise that learning rules were universal and

that research done on animal models could be applied to humans. Learning is

explained by behaviorists in terms of observable occurrences, and reinforcing

consequences increase the likelihood of a response, whilst punitive consequences

decrease it. The importance of the educational environment, particularly how stimuli

are organized and presented, and how reactions are reinforced, cannot be overstated.

Teachers should build an atmosphere that will assist pupils in learning since it

has been established that a well-organized atmosphere aids learning. Teachers should

also assist students in putting what they have learned into practice since learning is a

16
two-way street. It is critical to practice and be subject to the occurrence of the

behavior to strengthen reactions.

2.1.3 Cognitive-Information Processing Theories

The accumulation of skills and experience, the building of mental functions,

and the dissemination of knowledge and beliefs are all emphasized in working

memory theory (Chunk, 2012). This set of theorists recognizes the relevance of

environmental factors in learning, but instructors' explanations and demonstrations of

concepts merely serve as environmental inputs for pupils. As cognitivists believe,

children ’s educational place in the mind as a result of mental procedures on the

information received, how pupils perceive reality, how they attend to, rehearse,

transform, code, retain, and recover is key.

Cognitive-information processing teaching methods are a key category of

cognitive theories. According to Ashcraft (2014), information processing is a

cognitive process that tries to describe how the mind works throughout the learning

process. More focus is focused here on how data is presented rather than how

learning occurs. According to this viewpoint, the human learner is viewed as a data

processor, similar to a computer. When learning takes place, data from the

environment is collected, processed, and stored in memory before being produced in

17
the form of a learned capacity.CIP (Cognitive information processing) supporters,

particularly behaviorists, want to know how the environment influences human

behavior. They do, however, presume some intervening element between both the

environment and behavior, contrary behaviorists.

2.1.4 Cognitive- Constructivist Learning Theories

Perkins, 2011& Paris, & Byrnes, (2009) Its origins may be traced back to a Latin

dissertation, De antiquity simaitalorumsapentia, written in 1710 by Giambattista Vico

(as referenced in von Glasersfeld, (2011), who proposed that knowledge consists of

understanding what pieces something is comprised of and how they are

interconnected. Constructivism is a philosophical and psychological theory.

Vygotsky, Brunner, and John Dewey, the group's founders, think that:

i. Cognitive individuals do not passively acquire knowledge; rather, they actively

build it up.

ii. Cognitive function is adaptive and aids in the organizing of the experiencing

environment. In other words, "learning entails developing one's knowledge from

one's experience," implying that students learn best by attempting to make sense of

things on their own, with the instructor acting as a guide to assist them.

Constructivist teaching and constructivist learning, according to Matthew

(2014), are oxymoronic phrases, meaning that they are two phrases that go together

18
yet are opposed to one another. The teacher is needed to execute a goal from

elsewhere in the school that will culturally enhance the classroom in constructivist

education. Bell (2013) identifies four types of constructivist teacher-student

relationships. They are:-

(i) I Turn it on: Here, the teacher instructs and then lets pupils develop new

knowledge after the lesson.

(ii) Power of: During the teaching process, the instructor overlooks learning

possibilities, but students are urged to take note of them so that they may be

investigated when the learning process is over.

(iii) Power for: This is a democratic approach to learning in which students are

allowed to explore their physical surroundings to solve issues and learn new

things.

(iv) Power with: Here, the learner has a determines the availability in the course of

learning because their interest is focused on a specific area of learning, they

become aware of their prior knowledge so that the teacher can understand the

range of student ideas, they become aware of an alternative point of view that

goes along with alteration, supplanting, or lengthening viewpoints, and so on.

Gestalt theories of perception (Kohler, 1924) rely on the principles of

completion, structure, and continuity (Bower &Hilgard, 2001) perceive bits of

knowledge individually and that cognition assumes institution on the universe

19
(Bower &Hilgard, 2001). The cognitive constructivist learning theory is influenced

by the developmental theory of learning.

Through his observations of youngsters, while taking and executing various

tasks, Jean Piaget developed this idea. His insight focused on the function of maturity

in children's capability to grasp their reality while engaging in and executing various

activities. Children cannot perform particular activities unless they are mentally

developed enough to do so, it was acknowledged (Atherton, 2011) He argues that

people learn through building logical structures one after the other. He also

concluded that children's logic and thinking styles are vastly different from adults'.

Leaning is shown as a socially mediated experience in which individuals

generate knowledge based on interactions with their social and cultural surroundings

in a fourth line of inquiry. Vygotsky (1962, 1978) argued that understanding the

developmental process may help to understand the genesis of intelligence (similarly

with Paigot& Bruner). Vygotsky, like Bruner, thought that the creation of intellectual

growth could only be properly comprehended within the social-cultural framework in

which it occurred.

Constructivist learning as it is now understood focuses on the 3rd

(development) or 4th (social) research lines. The two research lines do not reflect

conflicting viewpoints, but rather focal distinctions. Whereas developmental

constructivism focuses on the person and how he or she makes sense of the world

20
around them, social constructivism emphasizes the group and how social interactions

play a role in knowledge formation.

2.2 Conceptual Review

This part goes through different research ideas and terminology, as well as a key

explanation of both the dependent and independent variables employed in this

research.

2.2.1 Concept of Academic performance

The amount to which a student, instructor, or institution has met their short or

long-term educational objectives is referred to as academic performance or

achievement. Exams and continual evaluation tests are frequently used to reassure

this. Parents believe that schools should be well-staffed with qualified instructors and

equipped with enough facilities and musical instruments. They also feel that it is the

government's role to guarantee that effective practices and learning take place in

schools through such rules and regular inspections and supervisions. Although many

parents acknowledge the school's lack of funding, staff/teachers, and facilities, as

well as their own inability to purchase all of their children's and wards' essential

learning materials, they blame the teachers or administrators if their children or wards

perform poorly in any examinations.

21
Many factors influence student academic success, however owing to parents' lack of

educational expertise, they are unable to participate in such sophisticated theoretical

debates or discussions. When there is poor performance, the blame is ascribed to the

school administration rather than the student for such parents and the general public.

The lack of dedication, productivity, ambition to succeed, and even mindlessness

among students.

2.2.2 Concept of Poor Academic Performance

Academic performance that falls below a specified norm or set criterion known

as the pass mark is referred to as poor academic performance. A criterion for

excellence is another name for the defined standard. According to Aremu (2000), it is

the examinee/performance testee's that is assessed to be below an expected standard.

The interpreter of this "anticipated standard" is more appreciated by the performance

assessor, depending on specific criteria.

Same is defined by Bakare (2004) as any performance that falls short of the

desired standard. As a result of the fact that a want standard might be construed in a

variety of ways. Poor academic performance is defined as any performance that falls

below an acceptable, desirable, or desired level. Bad academic performance can

range from zero to one hundred, and depending on the level required, what is

considered a pass mark at one educational institution may be considered a poor

performance at another.

22
For example, in school A, the majority of pupils pass with a high percentage of 90

percent. Any student who receives an 80 percent or 85 percent on the same exam is

considered to have failed, and failure is defined as low performance in this sense. In

school B, however, if the pass mark is 40%, a candidate who receives 30% is

considered to have failed, but in school A, 80 percent is considered unsatisfactory

performance. This demonstrates how the perception of bad academic achievement is

very subjective and dependent on a wide range of factors.

2.2.3 Student Learning Preferences

When it comes to learning, each student's choices are impacted by the way they

think, their personalities, their backgrounds, and their cultures. Learning preference,

according to Reid (2015), is a person's "natural habitual & preferred approach" of

integrating new knowledge. This means that people differ in their preferences for the

most effective style of instruction or study. Some students, for example, like to

participate in group practical exercises, whilst others like to read extensive research

articles and write long essays. Learning preference encompasses more than simply

techniques; it also considers elements that may influence learning, such as the setting

and where individuals like to perform their learning. For example, a student would

enjoy working alone at residence or evening after everyone else has gone to bed.

Others prefer to work in groups and simply study during the day.

23
 "I hear something and then forget it. I notice and recall. I know what you're

talking about, and I get it" (Confucius 551-479 BC). A quote that states that people's

personal different learning preferences have been recognized since the dawn of time.

According to Omrod (2008), certain pupils tend to learn better when information is

provided in the form of words (verbal learners) or visuals (visual learners) (visual

learners). This demonstrates that in a class when just one instructional approach is

used, a significant majority of pupils will find it difficult to comprehend.

2.2.5 Class Attendance and Academic Performance

Romer (2013) is always the first to investigate the link between class

achievement and educational achievement. There has been a historic drop-in class

attendance at institutions of higher education throughout the world during the

previous eighteen years. Compelling reasons by instructors, assessment pressure,

poor handling of lectures, scheduling of lecturers, and work commitment are among

the top reasons offered by instructors and students for non-attendance (Newman-ford

and Lloyd and Thomas, 2009). The number of part-time students has increased

dramatically as a result of students' need to work while studying part-time owing to

financial constraints.

Knowledge learned in class may now be accessed with a simple mouse click

thanks to the usage of technology and web-based learning methods. Regardless of

24
technological advancements, poor academic performance has been linked to one

unmistakable cause of absence. Students who miss courses do worse than those who

attend, according to a study (Devadoss and Foltz, 2016, Romer, 2013). As a result,

the rule of forced class attendance was put in place, with attendance accounting for

40% of a student's mark.

2.2.6 Teacher Educational Qualification

Qualifications may be determined by the quality of a country's teachers. The

most important factor in improving kids' ENGLISH achievement is to hire

experienced and skilled instructors in all schools (Abe and Adu, 2013). Students'

science and English proficiency is correlated with teacher training and certification.

Scientists and English teachers' learning results are favorably correlated, according to

other studies. This is in line with Salman's performance (2009).

As defined by Abe and Adu (2013) and Wiki (2013), a teaching qualification

(or teacher quality) is an academic or professional degree that permits a person to

become the next registered teacher in primary and secondary school. Examples of

such degrees include the post-graduate certificate in education (PGDE), the

professional diploma in education (PDE), the bachelor of education (B.Ed), and the

25
Nigeria Certificate in Education (N.C.E). To carry out another educational procedure,

teachers with academic and professional certifications are engaged in Ekiti State

(Ahiazu and Prince will 2011).

As defined by Abe and Adu (2013) and Wiki (2013), a teaching qualification

(or teacher quality) is an academic or professional degree that permits a person to

become the next registered teacher in primary and secondary school. Examples of

such degrees include the post-graduate certificate in education (PGDE), the

professional diploma in education (PDE), the bachelor of education (B.Ed), and the

Nigeria Certificate in Education (N.C.E). To carry out another educational procedure,

teachers with academic and professional certifications are engaged in Ekiti State

(Ahiazu and Prince will 2011).

A professional teacher" is defined by Farrugia (2007) as someone who has a

professional knowledge in theory and practice of education and who is satisfied with

his/her work.

Adieze believes that unqualified, non-professional teachers in the teaching

profession damage the profession since they aren't instructors (2006). This "stranded

bird" creates needless voids everywhere they perceive better pastures and a more

positive view on their jobs, according to him

26
2.3 Empirical Review

Students have shown a favorable association between the efficacy of professors

and their years of experience, although it is notable or linear. Other studies

demonstrate that while rookie instructors are lower than senior instructors, after a few

years of experience (Rivkin, Hanushek& Kain,2005).

Harris and Sass (2007) bring out a selection bias, which might impair the

validity of the findings on the impact of the experience of teachers. If less effective

instructors quit the job most likely, this might increase the efficacy of the instructor

by giving the wrong appearance. This might work the contrary if those instructors

who are more inclined to leave the profession are the more able instructors with more

prospects to earn.

Professional development may take place, and instructors may update their

material and teaching abilities to meet new curriculum requirements, take into

account new teaching and learning research and adapt to changes in the demands of

the student population, etc.

27
 The research findings are divided on the association between the engagement

of instructors in professional development and the performance of pupils. Extensive

research in in-service vocational development showed no links to student

accomplishment (see Jacob &Lefgren, 2004 in reference to ENGLISH and reading).

Other research revealed greater levels of student accomplishment associated to the

instructors involved directly in the field in which they teach. There was a mistake, the

relationship between professional development activities for special educational

students and higher education students, and scientific research laboratory capabilities,

was reported good in Wenglinsky (2000). Harries and Sass (2007) have uncovered

what they regard to as the lamented effect of professional development. In other

words, only three years after they finish their classes, the widespread impact of

teacher professional development on the results of their students will become evident.

28
 CHAPTER THREE

RESEARCH METHODOLOGY

1.1 Introduction

The methodologies and processes for carrying out this study are described in this

Chapter. The method description is given in the following headings:

 Research design

 Area of Study

 The population of the study

 Sample/sampling technique

 Instruments

 Validity of instruments

 reliability of instruments

 Methods of data collection

 Methods of data analysis

1.2 Research design

29
 This study was carried out using the descriptive survey approach. This was

chosen acceptable since the form of the survey may be utilized to examine problems

successfully in actual environments. The survey approach will also allow the

researcher to evaluate numerous variables and apply statistics for the analysis of data

using several versions.

3.3 Area of Study

This was conducted in Warri South Local Government of Delta State, Nigeria.

The study was conducted in 10 different schools (5 private & 5 public). They are

Dominion Secondary School, Merit Secondary School, Guardian Secondary School,

Immaculate Secondary School, Warri City College, Dom Domingo’s Secondary

School, Dore Numa College, Hussey College, Essi College and Nana College.

3.4 Population and Sample

The population comprises of 3,000 teachers from the listed above located in

Warri South Local Government Area of Delta State.

3.5 Sample/Sampling Technique

The investigation was carried out using the basic random sampling methodology. A

simple random test is a subset of a statistical population with an equal probability for

each member of the subset to be selected.100 teachers were random sampled that is,

ten (10) Teachers were randomly selected from ten secondary schools in Warri South

Local Government of Delta State.

30
3.6 Instrument for data collection

The major instrument used for this study is the questionnaire named teacher

quality and work environment as determinants of secondary school student's

academic performance. The questionnaire is designed on a four-point-scale

measurement approach that is strongly agreed, agreed, unequaled, strongly opposed

to Strongly Agreed 4, Agreed 3 and Disagreed 2 and strongly opposed 1.

3.7 Validity of instruments

To obtain the validity of the instrument, the supervisor of this research was

requested to judge the appropriateness, comprehensiveness, and clarity of items in the

questionnaire. Corrections were made to ensure that the instrument measures what it

is supposed to measure.

3.8 Reliability of Instrument

The researcher in another study selected ten instructor groups separate from a

sampled pilot group and the main study sample, to establish dependability. Each

element of dependable sample groups was tagged by the researcher from number one

31
to 10. The investigator delivered the tool to them. The researcher employed test-test

procedures in the functioning of the dependability setup. The data collected was

analyzed using Pearson Correction moment. A co-efficient of 0.89 was obtained

which indicates high reliability for use.

3.9 Administration of Instrument

The tool was administered directly by Vice-Presidents to the responders. The

respondents received four days to complete the questionnaire once the questionnaire

was distributed. This period gives respondents adequate time to deliberate thoroughly

on items in the questionnaire in order to deliver reliable answers.

3.10 Methods of Data Analysis

The data collected was presented in a tabulated form with focus on the major

research questions in order to enable the researcher determine the results. Data

collected were analyzed by simple percentage analysis. The following formular was

applied.

f x 100
n 1
Where f = frequency of response

n = number of respondents

32
 CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.0 Introduction

This chapter deals with the analysis of the questionnaire distributed to

respondents. This chapter deals with the following sub-headings:

i. Description of the Sample;

ii. Analysis of Demographic Data

iii. Analysis of research questions.

iv. Discussion of Findings

4.1 Description of the Sample

A hundred (100) copies of surveys were deliberately presented in Warri South

Local Government of the state of Delta to instructors from 10 designated high

schools. Never they have successfully selected the ninety-six (96) questions. This is a

99 percent success rate, sufficient to reflect the sample size.

33
4.2 Analysis of Demographic Data

Table 4.2.1: Gender Distribution of Respondents

Sex No. of Respondents Percentage

Male 33 34.37

Female 63 65.63

Total 96 100

Field Survey 2020

Table 4.2.1 above reveals that 33 respondents, representing 34.37% were male,

while 63 representing 65.63% were female. The implication is that there are more

female respondents than male.

Table 4.2.2: Age Distribution of Respondents

Age No. of Respondents Percentage

20 - 30 64 66.66

31-40 22 22.92

41-50 8 8.33

34
 50 & Above 2 2.09

Total 96 100

Field Survey 2020

From Table 4.2.2 above, a simple percentage of 64 (66.66%) of respondents

fall between the age range 20 – 30years, while 22 (22.92%) are between 31-40years

representing and those between the age bracket of 31-40 years formed 8.33%, while

2 respondents representing 2.09%fall under the age range of 50 & Above years and

above. This implies that majority of the respondents were of the age range of 20 –

30years.

Table 4.2.3: Educational Qualification Distribution of Respondents

Educational Qualification No. of Respondents Percentage

NCE 17 17.71
B.Ed 51 53.12

PGD 4 4.17
M.Ed 3 3.12
PhD - -
Others 21 21.88
Total 96 100
Field Survey 2020
From table 4.2.3 above, 17 respondents or 17.71% of the respondents have

NCE. A simple majority of 51 respondents representing 53.12% are B.Ed holders,

while 4 respondents representing 4.17% PGD holders. Additionally, respondents who

35
acquired M.Ed formed 3 respondents, representing 21.88% and none have Ph.D. and

21 respondents or 21.88% of the respondents have others

Table 4.2.4: Marital Status of Respondents

Marital Status No. of Respondents Percentage

Single 70 71.43

Married 25 25.51

Others 1 1.03

Windowed - -

Total 96 100

Field Survey 2020

Table 4.2.4 above reveals that 70 respondents, representing 71.43% a clear

majority are singles, while 25 respondents representing 25.51% are married, just 1

respondent representing 1.03% are Others and none of the respondent is a windowed.

There are therefore more singles respondents than married and others.

36
Table 4.2.5: Years of Experience in Teaching Distribution of Respondents
Years of Experience No. of Percentage
in Teaching Respondents
0-2 43 44.79
3-5 25 26.04
6-8 9 9.37
9-11 8 8.33
11 above 11 11.45
Total 96 100
Field Survey 2020
Table 4.2.5 above reveals that 43 respondents, representing 44.79% a clear

majority have 0-2 years of experience in teaching, while 25 respondents representing

26.04% have 3-5years of experience in teaching and just 9 respondents representing

9.37% have 6-8years of experience in teaching, 8 respondents representing 8.33%

have 11years and above experience in teaching.

37
4.3 Analysis of research questions
Research Question One: What are the effects of the work environment on secondary

school student's academic performance?

Item 6: Do you agree that the academic performance of secondary school students

has nothing to do with teacher's academic qualifications.

Table 4.3.1: Academic Performance of Secondary School Students and

Teacher’s Academic Qualification

Nature of Respondent No of Respondents Percentage

Strongly agreed 22 22.92

Agreed 27 28.12

Disagreed 28 29.17

Strongly disagreed 19 19.79

Total 96 100

Source: Field Survey, 2020

On whether the academic performance of secondary school students has

nothing to do with teacher’s academic qualification, table 4.3.1 above, reveal that 22

38
respondents representing 22.92% said they ‘strongly agreed’ and were supported by

another 27(28.12%) respondents who also ‘agreed’ that the academic performance of

secondary school students has nothing to do with teacher’s academic qualification.

The above opinion was however not shared by 28 respondents representing 29.17%

who said they ‘disagree’ while 19 respondents representing 19.79% ‘strongly

disagreed. This implies that the majority of the respondents agreed that the academic

performance of secondary school students has nothing to do with the teacher's

academic qualification.

Research Question Two: What is the correlation between the teacher’s quality and

secondary school student’s academic performance?

Item 7: Do you agree that secondary school students who are taught by highly

qualified teachers perform better than those taught by lowly qualified teachers?

Table 4.3.2: Student Taught by Highly Qualified Teachers and those taught by
Lowly Qualified Teachers

Nature of Respondent No of Respondents Percentage

Strongly agree 40 41.67

Agree 35 36.45

Disagree 19 19.79

Strongly disagree 2 2.09

Total 96 100

39
Source: Field Survey, 2020

On whether the academic performance of secondary school students has

nothing to do with teacher’s academic qualification, table 4.3.1 above, reveal that 40

respondents representing 41.67% said they ‘strongly agreed’ and were supported by

another 35(36.45%) respondents who also ‘agreed’ that secondary school students

who are taught by highly qualified teachers perform better than those taught by lowly

qualified teachers. The above majority opinion was however not shared by 19

respondents representing 19.79% who said they ‘disagree’ while 2 respondents

representing 2.09% ‘strongly disagreed’. This imply that majority of the respondents

agreed that secondary school students who are taught by highly qualified teachers

perform better than those taught by lowly qualified teachers.

Research Question Three: What are the factors encouraging secondary school

student academic performance?

Item 8: Do you agree that there is a significant relationship between the

qualifications of teachers and secondary school students’ academic

performance?

Table 4.3.4: Relationship between the Qualifications of Teachers and Secondary

School Students’ Academic Performance

Nature of Respondent No of Respondents Percentage

Strongly agree 28 29.16

40
Agree 54 60.42

Disagree 12 12.5

Strongly disagree 2 2.09

Total 96 100

Source: Field Survey, 2020

On whether there is a significant relationship between the qualifications of

teachers and secondary school students’ academic performance, table 4.3.4 above,

reveal that 54 respondents representing 60.42% said they ‘strongly agree’ and were

supported by another 28(29.16% ) respondents who also ‘strongly agreed’ that there

is a significant relationship between the qualifications of teachers and secondary

school students’ academic performance. The above majority of opinion was however

not shared by 12 respondents representing 12.5% who said they ‘disagree’ and were

supported by another 2 respondents representing 2.09% ‘strongly disagreed’.

Item 9: Do you agree that working environment does have an effect on secondary

school students’ academic performance?

Table 4.3.5: Working environment and Secondary School Students’ Academic

Performance

Nature of Respondent No of Respondents Percentage

Strongly agree 36 37.5

Agree 46 47.92

41
Disagree 10 10.41

Strongly disagree 4 4.17

Total 96 100

Source: Field Survey, 2020

Table 4.3.5 above, reveal that 46 respondents representing 47.92% said they

'agreed' that the working environment does have an effect on secondary school

student's academic performance and was supported by another 36 (37.5% )

respondents who 'strongly agreed'. The above majority opinion was however not

shared by 10 respondents representing 10.41% who said they 'disagreed' that

entrepreneurship education does not equip students for future carrier development

and was supported by another 4 respondents representing 4.17% 'strongly disagreed.

Item 10: Do you agree that a better working environment improves secondary school
student's academic performance?

Table 4.3.6: Better Working Environment Improves Secondary School Students’

Academic Performance
Nature of No of Percentage
Respondent Respondents
Strongly agree 51 53.13
Agree 41 42.70
Disagree 3 3.12
Strongly disagree 1 1.05
Total 96 100

42
 Table 4.3.6 above, reveal that 51 respondents representing 53.13% said they

'strongly agreed' that a better working environment improves secondary school

student's academic performance and was supported by another 41 (42.70%)

respondents who 'strongly agreed'. The above majority opinion was however not

shared by 3 respondents representing 3.12% who said they 'disagreed' that

entrepreneurship education does not equip students for future carrier development

and was supported by another 1 respondent representing 1.05% 'strongly disagreed.

Item 11: Do you agree with the under-listed factors that can improve the quality and

working conditions of teachers?

Table 4.37:Factors that can Improve Quality and Working Conditions of

Teachers

Marital Status No. of Respondents Percentage

Agreed 89 92.71

Disagreed 7 7.29

Total 96 100

Field Survey 2020

As shown in Table 4.3.7 above, a simple majority of the 89 respondents

representing 92.71% agreed that the under-listed factors that can improve the quality

and working conditions of teachers. In contrast, 7 respondents representing 7.29%

43
minority did not share in the opinion of the majority as they disagreed that the under-

listed factors that cannot improve the quality and working conditions of teachers.

Item 12: Do you agree with the under-listed factors that can improve the quality and
working conditions of teachers?

Table 4.3.8:Factors that can Improve Quality and Working Conditions of

Teachers
S/N

Respondents

percentage
Percentage

Percentage

Total

Total
Disagreed
Factors that can Improve Quality
Agreed

and Working Conditions of Teachers

i. Instructional materials and teacher 95 98.95 1 1.05 96 100

facilities should be made available to
the materials,
ii. More classrooms should be provided 94 97.91 2 2.08 96 100

iii. Teachers should be properly 92 95.84 4 4.16 96 100

interviewed before being employed
iv. Teacher who are not qualify should be 72 75 24 25 96 100
lay off
v. Provision of comfortable offices for the 96 100 - - 96 100
teachers
vi. Proper supervision of teacher progress 94 97.92 2 2.08 96 100
during class
vii. Frequent evaluation of teachers note 93 96.87 3 3.13 96 100

44
 Field Survey 2020

As shown in table 4.3.8 above items 1, an overwhelmed majority of the 89

respondents representing 98.95% agreed that instructional materials and teacher

facilities are made available can improve the quality and working conditions of

teachers. In contrast, 1 respondent representing 1.05% minority did not share in the

opinion of the majority as they disagreed.

In table 4.3.8 above items 2, an overwhelmed majority of the 92 respondents

representing 95.84% agreed that teachers should be properly interviewed before been

employed can improve the quality and working conditions of teachers. In contrast, 4

respondents representing 4.16% minority did not share in the opinion of the majority

as they disagreed.

As shown in table 4.3.8 above items 3, an overwhelmed majority of the 92

respondents representing 95.84% agreed that teachers properly interviewed before

employment can improve the quality and working conditions of teachers. In contrast,

4 respondents representing 4.16% minority did not share in the opinion of the

majority as they disagreed.

As shown in table 4.3.8 above items 4, an overwhelmed majority of the 72

respondents representing 75% agreed that lay-off teachers who do not qualify can

improve the quality and working conditions of teachers. In contrast, 24 respondents

45
representing 25% minority did not share in the opinion of the majority as they

disagreed.

As shown in table 4.3.8 above items 5, all of the respondents (100%) agreed

that the provision of comfortable offices for the teachers can improve the quality and

working conditions of teachers, and of the respondents disagreed.

As shown in table 4.3.8 above items 6, an overwhelmed majority of the 94

respondents representing 97.92% agreed that proper supervision of teacher progress

during class can improve the quality and working conditions of teachers. In contrast,

2 respondents representing 2.08% minority did not share in the opinion of the

majority as they disagreed.

As shown in table 4.3.8 above items 6, an overwhelmed majority of the 93

respondents representing 96.87% agreed that frequent evaluation of teachers notes

can improve the quality and working conditions of teachers. In contrast, 3

respondents representing 3.13% minority did not share in the opinion of the majority

as they disagreed.

4.4 Discussion of Findings

The result of this study showed that the level of teacher quality in secondary

schools in Warri South Local Government Area of Delta State was high. From table

4.2.3 shows, that 53.12% of the sampled teachers had B.Ed degree. However, table

4.3.1 above indicating that the majority of the respondents (51.04) think that the

46
academic performance of secondary school students has nothing to do with teacher's

academic qualification teacher's academic qualification in Warri South Local

Government Area. The findings of this study are similar to those of Ofeimu and

Kolawole (2017), who showed that teacher educational qualifications had no

significant impact on secondary school pupils' academic performance.

On the issue of teachers' years of experience in the selected secondary schools

in Warri South Local Government Area of Delta State, Table 4.2.5 shows the

majority (44.79) of the teachers have low years of experience (0-2years of

experience). However, table 4.3.2 above shows that the majority of the respondents

agreed that secondary school students who are taught by highly qualified teachers

perform better than those taught by lowly qualified this supports the view of

Adeyemi (2008) that teaching experience is significantly related to students‟ learning

outcomes.

Tables 4.3.6 report the responses of the respondents in the sampled schools and

show agree that majority a better working environment improves secondary school

students' academic performance. The results of this study also support Marsden's

(2005) research, which found that a safe and orderly school environment (aspect of

instructional space) and school facilities (accessories) were substantially connected to

students' academic performance in schools.

47
 Table 4.37 and table 4.3.8 report that the following factors; more class rooms

should be provided, teachers should be properly interviewed before be employed,

teacher who are not qualify should be lay off, provision of comfortable offices for the

teachers, proper supervision of teacher progress during class and frequent evaluation

of teachers note can improve quality and working conditions of teachers

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMEDATIONS
5.1 Summary
In collecting and analyzing quantitative data, the study was "seriously"

investigated on the quality of teachers and the working environment as drivers of

university students' academic results.The overall finding of the study is that teacher

educational qualification had no significant influence on students’ academic

performance in secondary schools and that secondary school students who are taught

by highly qualified teachers perform better than those taught by lowly qualified this

support the view. It was also discovered that environment had significant influence

on students’ academic performance in secondary schools. The study also reveal some

factors that can improve quality and working conditions of teachers they include that
48
affect student academic performance classrooms should be provided, teachers should

be properly interviewed before be employed, teacher who are not qualify should be

lay off, provision of comfortable offices for the teachers, proper supervision of

teacher progress during class and frequent evaluation of teachers note can improve

quality and working conditions of teachers.

5.2 Conclusions
Based on the findings of this study, the following major conclusions were

noted in

i. Teachers with a lengthy experience must be encouraged to remain in the

teaching profession since the duration of service/experience has a major impact

on the performance of the pupils.

ii. Government should frequently visit schools through the inspectorate division

in order to verify that teachers fulfill their primary job.

iii. Leads should guarantee that instructors' potential is adequately used and used

to represent their genuine quality in students' academic success.

iv. In conclusion, government should recognize teaching as a profession

immediately. This would increase the quality of professionals. It must be

49
 encouraged to appoint professional teachers to public posts. For example, some

specialized positions should be limited to teaching practitioners and a

schoolteacher should be the commissioner for education in all states.

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TEACHER QUALITY AND WORK ENVIRONMENT AS DETERMINANTS

OF SECONDARY SCHOOL STUDENTS ACADEMIC PERFORMANCE

QUESTIONNAIRE ADMINISTRATION:
INSTRUCTION: Please complete the questionnaire by ticking the correct answers
from the option or supply the information required where necessary.
SECTION A: Personal Information/Data
1. Gender

(a) Male □
(b) Female □
2. Age range

(a) 23 – 30 □
(b) 31 – 40 □
(c) 41 - 50 □
3. Educational qualification

(a) NCE □ (b)B.Ed □

(c) M.ed □ (d) PGD □
(e) PHd □
(f) Others □
56
 4. Years of experience in teaching
(a) 0-2yrs
(b) 3-5yrs
(c) 6-8yrs
(d) 9-11yrs
(e) Above 11yrs
SECTION B
Questions on Teacher Quality and Work Environment as Determinants of Secondary
School Students Academic Performance.
(6) Do you agree that the academic performance of secondary school students has
nothing to do with teachers’ academic qualification?
(a) Strongly agreed
(b) Agreed
(c) Disagreed
(d) Strongly Disagreed

(7) Do you agree that secondary school students who are taught by highly qualified
teachers perform better than those taught by lowly qualified teachers?
(a) Strongly agreed
(b) Agreed
(c) Disagreed
(d) Strongly Disagreed

(8) Do you agree that there is a significant relationship between the qualifications of
teachers and secondary school students’ academic performance?
(a) Strongly agreed
(b) Agreed
(c) Disagreed
(d) Strongly Disagreed

(9) Do you agree that the work environment does have effect on secondary school
students’ academic performance?
(a) Strongly agreed

57
(b) Agreed
(c) Disagreed
(d) Strongly Disagreed

(10) Do you agree that better work environment improves secondary school students?
(a) Strongly agreed
(b) Agreed
(c) Disagreed
(d) Strongly Disagreed

(11) Do you agree/disagreed with the under listed factors that can improve quality
and working conditions of teachers?
(a) Agreed (b) Disagreed
(c) More classrooms should be provided. Agreed (b) Disagreed
(d)Teacher should be properly interviewed before being employed. Agreed
(b) Disagreed
(e)Teacher who are under qualified be laid off. Agreed (b) Disagreed
(f) Provision of comfortable offices for the teachers. Agreed (b) Disagreed
(g) Proper supervision of teachers’ progress during class. Agreed (b)
Disagreed

58