ABSTRACT
This study examined the relationship between the teachers’ characteristics as a correlate of learning outcome in science subjects, junior secondary schools in Odeda local government, Ogun State. The problem was expressed in four research questions. Relevant literature on the variables of the study more theoretically and empirically reviewed. A descriptive research design was adopted for the study. The sample consisted of eighty randomly selected teachers from secondary schools in Odeda local government which was used for data collection. Data obtained was analysed using chi-square statistics and t-test. The result of the analysis showed significant relationship between teachers’ qualifications, teaching experience and age on learning outcome while teachers’ performance is not different based on that. It was suggested among others that appointment of teachers into secondary schools should be based on their professional academic qualifications. Also aptitude test indicating their interest and ability to teach should be conducted.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The importance of education in modern society cannot be over emphasized. Undoubtedly, education is a basic force for the socioeconomic and political transformation of society, it is equally a fact that no nation can develop to its fullest and keep pace with trends in science and technology without an effective and efficient educational system. Countries of the world are categorized as developed and developing on the basic of their technological development. Those that are technologically advanced and described developed while those that are technologically backward are termed developing. Thus, technology seems to be the parameter to yardstick with which development is measured worldwide. For a country to develop technologically there is the need to have a crops of professional teachers and it is through a sound and well articulated science education programme that appropriate skills can be transmitted to youths. According to the National Policy on Education (2004), no education system can rise above the quality of its teachers.
Lassa (1996) noted that education is the mill for the production of much desired professionals e.t.c which Nigerians need to turn the technological backwardness round and usher in the much desired technological renaissance which the society very much need for elevation from a consumer to a producer nation; and from a third world country to a first world country. There is a very strong need for an effective science education to bridge the ever-widening gap between the technically advanced nations of the worlds and the developing countries such as Nigeria. This technological reformation can be made possible by first initiating a pragmatic science educational programme as the bedrock of development. Thus, without science skills, Nigeria cannot achieve development. The social concern on education system from poor funding of the entire educational system lack of dedication and apathy on the part of teachers who constitute a key factor in our educational system and the consequences of these is on the performance of students at both internal and external examinations cannot be ignored. In fact, the social concern for teachers characteristic and learning has become a matter of great importance as a result of increasing democratization of education in Nigeria. However, the role definition for the teachers in the school system is not too easily definable in clear terms.
Obanya (1990) pointed out that it could be a fallacy to think of teaching process is a cyclic chain of activities and the teacher is the cycle. The NCCE (2003) asserted that no national development can supercedes the quality of its teachers and that teachers hold the key that unlocks the door to modernization. The reason why Nigeria has not attained the height expected of her since independent is because successive governments did not give teaching education the seriousness it deserves. Hoyle (2006) puts the responsibilities of the teachers as being concentrated in areas of instruction socialization and evaluation. He sees the teachers play the decisive role in pivoting the growth and the direction of education. It is an acceptable fact that a teacher is the most important cog in the educational machine and that teachers are highly instrumental to the success of any educational programme embarked upon by any government. This is because apart from being at the implementation level of any educational policy, the realization of these programmes also depends greatly on teachers dedication and commitment to their work.
