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INFLUENCE OF TEACHERS PERSONALITY TRAITS ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
In the contemporary nations, there has been an increasing emphasis on industrial, scientific and technological advancements because of the obvious effects of science and technology on today’s world and the future. It is observed that scientific methods influence all human interaction and has a fundamental role in all countries’ national growth, economic and scientific development. Thus, science education has been regarded as being central for knowledge economy and intellectual development especially in emerging societies. Due to greater importance of science and technology, schools have been encouraging students to learn science related subjects (Taştan, Davoudi, Masalimova, Bersanov, Kurbanov, Boiarchuk & Pavlushin, 2018).
Specific subjects that are studied within all types of sciences in secondary schools are chemistry,
biology and physics. Besides, it is thought that one of the greatest challenges of this century is to motivate students for maintaining their learning and success in science education. Ochonogor (2011) mentioned that students’ performance in science classes in secondary school education was not found adequate and couldn’t improve in the last decade. The students’ performance and interest in science subjects have been related to several contextual, emotional and motivational factors, including volume of the subjects, workload, students’ task orientation and personal abilities, instructional design and materials for effective teaching, teacher’s efficacy and teaching skills, students’ motivation, class size and teachers personality (Kwon, 2016; Say & Bag, 2017; Abbasi, Moeini, Shahriari, Ebrahimi, & Khoozani, 2018).
Academic achievement represents the understanding of the student about different concepts and
skills developed in different subjects. In most of the countries, parents usually desire that their children show high level of academic achievement which sets a lot of burden on children, teachers, schools and in general the whole education system. Thus the whole education system revolves round the academic achievement of students so, the schools set a lot of time for helping students to achieve high grades. Academic achievement may be influenced by different factors like intelligence, study habits, and attitudes of students, socio economic status, motivation, opportunities, and different characteristics of their personality. Academic achievement is considered as a core standard to measure students’ total potential and capabilities of learning. Hence academic achievement occupies a very vital place in our education as well as in the learning process..
The role of personality in teaching and learning continues to intrigue researchers and practitioners. Previous research has provided empirical evidence in supporting the effectiveness of teacher personality, or the extent to which a teacher believes that he or she can influence the students’ outcome, in educational contexts (Tschannen-Moran & Hoy, 2001).
Koko (2003) stated that one of the indicators of an effective and efficient teacher is the ability to channel learner’s behaviour towards set educational goals and objectives. Thompson (2009) posited that such teacher must be an expert in his professional area as well as a good classroom manager. Thus, every chemistry teacher must exhibit acceptable leadership behaviour and mastery of the chosen subject area to command the recognition and acceptance of the students through effective instruction in the chemistry class (Thompson, 2009). Jacob & Herma (2009) revealed that, it is seen as an interpersonal influence exercise in situations and directed through the communication process towards the attainment of specific goal or goals.
Russell (2008) observed that the leader is characterized by a strong drive for responsibility and
task completion, vigor and persistence in pursuit of goals, venture some and originality in problem solving, drive to exercise initiative in social situations, self-confidence and a sense of personal identity, willingness to accept consequences of decision and action, readiness to absorb interpersonal stress, willingness to tolerate frustration and delay, ability to influence other persons’ behaviour, and capacity to structure social interaction systems to the purpose at hand. Lew (2009) concluded that, the above summary shows the influence of personality qualities or traits on chemistry students learning.
1.2 Statement of the problem
Achievement is the major outcome of education, the level to which a student, teacher has accomplished their educational goals. According to Essay (2018),academic success is strongly influenced by individual differences in teachers’ personality and attitude
1.3 Objectives of the study
1. To understand the impact of teachers’ personality traits on academic performance of secondary schools
2. To understand the relationship between teachers’ personality traits and students’ academic performance in secondary schools
1.4 Research Questions
1. What is the impact of teachers’ personality traits on academic performance of secondary schools
2. What is the relationship between teachers’ personality traits and students’ academic performance in secondary schools
1.5 Research Hypothesis
H0: There is no relationship between teachers’ personality traits and students’ academic performance in secondary schools
H1: There is no relationship between teachers’ personality traits and students’ academic performance in secondary schools
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