CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

That education is the single most important building block on which a nation’s development is founded is an understatement. Indeed, it is the fulcrum, around which all the nation’s enterprises and endeavours revolve. The extent to which these enterprises are functional and the endeavours are worthwhile is largely dependent on the quality of education that a nation provides for its people through the arch-man called the teacher (Abroampa and Wilson, 2013).

Though, the efforts at providing quality education require the inputs of various stakeholders, teachers are the prime vanguards, they are the final implementers of the curriculum. As a result, the quality of learners that an education system turns out is determined by the quality of teachers; to a greater extent, learners’ achievement is determined by the quality of teaching. Without mincing words, one can say that no nation can develop beyond the level of its teachers (Hallack cited in Abroampa and Wilson, 2013).

Nelson (2007) explained that what teachers bring into the classroom dictates the quality of the educational experience of their students. In order to understand how to create optimal learning environments that promote interest in academics, it is essential that teacher variables linked to student interest are studied. Agreeably, teachers perform a myriad of tasks including, but not limited to, managing the classrooms, preparing and delivering lessons, assessing the work of students, and enhancing student motivation for achievement. Perhaps one of the best documented attributes of effective teachers is a strong sense of efficacy.

Teachers’ sense of efficacy is the belief in their capability to make a difference in student learning, to be able to get through even to students who are difficult or unmotivated. Teacher efficacy has been linked to positive students’ outcomes and to student motivation. Teachers with a high sense of self-efficacy find innovative ways to ensure that students learn. Efficacious teachers are not satisfied with underachievers and work diligently with students to promote student self-efficacy (Pollock, 2007; Poulou, 2007; Knoblauch & Woolfolk-Hoy, 2008 and Chong, Klassen, Huan, Wong, and Kates, 2010).

Researchers have shown that teachers’ perceptions and beliefs do not only have considerable influence on their instructional practices and classroom behaviour but also are related to their students’ achievement (Adeyemi, 2013).

In Nigeria, public discussions frequently focus on educational standards. The public's unhappiness becomes more prominent following the annual release of the West African Senior School Certificate Examination results. Student outcomes do not match the government and parental investment. All stakeholders are concerned about why the system is turning out students with poor results. The National Policy on Education states, “No Education system can rise above the quality of teachers in the system” (FGN, 2006).

It is on this foundation that the researcher seeks to investigate the effect of teacher’s self efficacy on junior secondary school students’ academic achievement in Business Studies.

1.2   Statement of the Problem

The issue of poor academic performance of students in Business Studies at the junior secondary schools in Lagos State has been of much concern to all and sundry. The problem is so much that it has led to the widely acclaimed fallen standard of education in Lagos and Nigeria at large. In this way, observers posit that the quality of education depends on the teachers self efficacy as reflected in the performance of their duties.

Secondary education is the basic requirement for selection into tertiary institutions and further skills training (MOE, 2005). Poor performance of secondary schools students in Business Studies and other school subjects in the country undermines students’ chances of joining institutions of higher learning and jeopardizes opportunity for job placement, and in most cases reduces an individual’s active participation in national development.

Considering that teachers play a major role in the teaching and learning process, there is need to examine teacher related factors like beliefs, confidence, effectiveness, experience, qualification and gender that probably influence students’ academic achievement. It is against this backdrop that this study seeks to explore the effect of teacher’s self efficacy on junior secondary school students’ academic achievement in Business Studies in Lagos State Education District V.

1.3   Purpose of the Study

The study is was conducted with the following objectives:

        i.            to examine the effect of teacher’s self-efficacy on junior secondary school students’ academic achievement in Business Studies.

     ii.            to investigate the influence of gender on teachers’ self-efficacy in students’ academic performance.

   iii.            to explore the relationship between experienced, less experienced, teachers’ self-efficacy and academic achievement of secondary school students in Business Studies.

1.4   Research Questions

The research project is being guided by the following research questions;

1.What is the effect of teacher’s self-efficacy on junior secondary school students’ academic achievement in Business Studies

2.Does teachers’ gender have any influence on teachers’ self-efficacy and students’ academic performance?

3.What is the relationship between teachers’ experience, self-efficacy and academic achievement of secondary school students in Business Studies?

1.5    Research Hypotheses

The following hypotheses will be tested in the course of the study:

1.      Ho1:    There is no significant relationship between teacher’s self-efficacy and      junior            secondary school students’ achievement in Business Studies

2.      Ho2:    There is no significant influence of gender on teachers’ self-efficacy           students’ academic       performance in Business Studies in Junior Secondary Schools

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