CHAPTER ONE
INTRODUCTION
1.1Â Â Background to the Study
If any country wants to succeed in establishing the essential human capital basis to encourage national development, it must have competent and well-trained teachers who are knowledgeable in both content and general pedagogical techniques in their subject areas. This is due to the fact that teachers are the primary implementers of educational policies, which are arranged into school programs through curricula and syllabi. The importance of the teacher in curriculum implementation, according to Eisner & Edger (as referenced in Acquah, 2012), cannot be overstated. It is “the teacher” who will “have a broad guide of themes in a subject area, a sequence among topics, a general set of objectives, textbooks, and other instructional tools” to successfully arrange and manage the curriculum to fit the learner’s level and background in the classroom. As a result, it’s critical to guarantee that the teachers who graduate from teacher training institutes each year have the professional skills they’ll need to be successful in their responsibilities as educators. Teacher education is therefore a top priority in Nigeria, with state institutions completely entrusted with providing the country’s need for trained teachers at all levels, from basic school through junior and senior high school, and even to university education (Sparks et al, 1994). There are around 38 colleges of education designated to educate teachers, especially for elementary and junior high schools, in addition to these public institutions. Because some subject is considered a very important discipline that provides citizenship education for improved participation of the individual in matters concerning both the social and economic development of nations, the study’s focus is on the training of subject teachers for senior high schools in Nigeria. According to the Teaching Syllabus for Some subject (2008), the rationale for studying Some subject at the senior high school level in Nigeria is that people and countries alike have a need for more and better-quality goods and services such as better food, clothing, housing, schooling, hospital care, and entertainment (Ministry of Education Science and Sport, 2008). These commodities and services can only be obtained by using limited resources like as land, labor, capital, and entrepreneurship, all of which must be managed in order to meet demand. The study of the management of relatively finite resources to meet the requirements of people, organizations, and governments is a fascinating topic. Some subjects, as a practical topic, assist individuals, companies, and governments in identifying their core economic issues and making the appropriate choices and policies to improve people’s and society’ living standards. In order for such a great vision to become a reality, appropriate and high-quality subject instructors must be trained. As a result, the teaching practice program allows students who want to teach a certain topic in a school setting to major in that subject and then be taught to teach that subject. Active involvement in a teaching field experience is a prerequisite for several topic teachers’ training at tertiary institutions. This is an off-campus teaching activity in which students are forced to put the ideas they have learned in the classroom into practice in the field under the observation of their lecturers and teachers in order to improve their teaching skills. A casual observation and informal talk with a diverse group of students tend to indicate that some students do not completely get the meaning of off-campus instruction. They seem to consider the practice as just a graduation requirement. Is this statement correct? If that’s the case, such trainee instructors are unlikely to take the exercise seriously, since it’s been shown that a person’s perception of a phenomena’s benefit influences their whole attitude toward that phenomenon. For example, research have shown that people’s perceptions of gene technology’s benefits impact their adoption of the technique (Sparks, Shepherd & Frewer, 1994; Frewer, Howard, & Shepherd, 1995). In a similar spirit, it’s impossible to rule out the potential that trainee subject teachers’ perceptions of the value of field experience influenced their overall attitude toward the activity. A good impression of the value of field experience among trainee instructors is likely to influence the degree of significance they place on the activity, which may have an impact on its overall efficacy.
1.2  Statement of the  Problem
Teaching practice is an essential part of the teacher preparation process. It provides student instructors with hands-on experience in a real-world teaching and learning setting (Ngidi & Sibaya, 2003; Marais & Meier, 2004; Perry, 2004:). A student teacher is given the chance to test out the art of teaching during teaching practice before entering the real world of teaching (Kasanda, 1995). Student teachers recognize the importance of teaching practice, which they see as “the heart of their preparation for the teaching profession,” according to Menter (1989:461), since it offers the “true interface” between studenthood and membership in the profession. When a consequence, as student instructors begin their teaching practice, they experience a combination of anticipation, worry, excitement, and trepidation (Manion, Keith, Morrison & Cohen, 2003; Perry, 2004). According to Marais and Meier (2004:221), the phrase “teaching practice” refers to the variety of experiences that student teachers are exposed to while working in classrooms and schools. Marais and Meier (2004) go on to say that teaching practice is a difficult but crucial part of teacher education, particularly in developing countries like Nigeria, where a variety of challenges, such as geographical distance, low and uneven levels of teacher expertise, a wide-ranging lack of resources, and a lack of discipline among a diverse group of learners and educators, can erode the effectiveness of teaching practice. The essence of this study is to appraise the impact of teaching practices on the quality of teachers and productivity of students.
1.3Â Â Objective of the Study
This study has the sole objective to assess the impact of teaching practices on the quality of teachers and productivity of students. Specifically, the objectives are streamlined as follows:
i.         To examine the impact of teaching practice on student academic productivity.
ii.       To find out the quality of teachers influences student productivity.
iii.     To evaluate the benefit of teaching practice in other for student academic achievement.
