TEACHERS COMPETENCY AND STUDENTS ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS

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TEACHERS COMPETENCY AND STUDENTS ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS (A CASE STUDY OF F.C.T, ABUJA)

 

CHAPTER ONE
INTRODUCTION
1.1. BACKGROUND OF THE STUDY
The provisions of the National policy on Education for teacher education includes the purpose of teacher education, institutions of training professional
teachers and their entry qualifications, curriculum of Teachers colleges and professionalize of teacher. Effective learning in schools would require effective teaching to accompany the sorts of the learners. Teacher competence needs to be very high in order for meaningful teaching learning to take place (Segun, 2011). At the secondary school level where a distinction is made between junior Secondary School (JSS) and Senior Secondary School (SSS) curricula, teacher competencies for each level and appropriate subjects would vary as well. In order to ascertain what these competencies are, the JSS and
SSS programmes need to be examined in the context of the preparation of the teachers that would implement these programmes. Their competencies must
therefore relate to academic and professional preparation, professional growth, classroom interaction and evaluation (Macaulay, 2011). Increasing students’
achievement and narrowing the achievement gap are challenges that the educational system continues to confront as it thrives to develop talents that will
contribute to the nation’s economy. Some strategies to produce significant improvement in students’ learning are not entirely a mystery. A prepondence of research in recent years has indicated strong evidence that the best way to improve students’ academic achievement is by raising an effective teacher is every classroom, and an effective leader in every school (Leithwood et al., 2004)

 

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TEACHERS COMPETENCY AND STUDENTS ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS

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