ABSTRACT
The study sets out to investigate the business education business education teachers’ attitude towards teaching in selected schools in Mainland Local Government Area of Lagos State. Also, some relevant and related literatures were reviewed in this study in sub-headings. The descriptive research survey was applied in the assessment of the opinions of the respondents, with the use of the questionnaire and the sampling technique. In this study also, 200 (two hundred) respondents were selected and used to represent the entire population of the study. Also, a total of three null hypotheses were formulated and tested with the use of the independent t-test statistical tool at 0.05 level of significance.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Teaching is both an art and a science. According to Anyanwu (2000), it is an instrumental, practical art rather than a fine-art. That is teaching “requires an improvisation, spontaneity, the handling of a vast array of considerations of form, style, pace, rhythm and appropriateness in ways, so complex that even computers must lose the way” (Anyanwu, 2000).
Tumble (2003) states that teaching process is too complex, with a nearly infinite variety of circumstances, subjects, student groups, and age groups to be reduced to simple, how-to-do-it recipes.
Gage (2004) opines that teaching can and should have a scientific basis. Science deals with relationships between both input (independent) variables and output (dependent) variables. According to Ernest (1990), a sizeable amount of good research has been carried out that relates teaching and administrative practices to students’ achievement as well as motivation, attitudes and self-esteem.
Ideally, with emphasis on ideal, an effective, successful teacher would create a good academic atmosphere and good school attitudes, maintain high academic engagement and successfully manage the classroom to prevent inattentive, off-task and disruptive behaviour. Realistically, however, misbehaviour will occur and the teacher must plan in advance for handling it (Berliner 2001). Children must be oriented to learn new material such as orientation by the teacher, often includes a review of home work, a review of previous materials and skills, an explanation of the purposes and objectives of the new material, and a statement of the relationship of the current lesson to previous material. Asubel (2005) says that such orientation or comments serve as advance organizers that help the children, easier to relate to what children already know and therefore more learnable.
There are many teacher characteristics and teaching patterns that correlate with higher children achievement and or improved school attitudes, that is, with effective teaching. Most relate to improvement of classroom climate, management and feedback and reinforcement practices, involvement in self improvement and improvement of other teaching practices that increase students’ engagement and content courage and improve organisation, structuring and clarity, expectations or children interest and motivation (Ayo, 2000).
