CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of the Study

In the context of accounting education, the role of teacher self-efficacy becomes particularly

crucial as it can influence students' engagement, motivation, and ultimately their academic

performance

Teacher self-efficacy is a critical factor in educational settings, as it influences teachers' beliefs

in their ability to effectively teach, manage the classroom, and engage students. This belief can

significantly impact their teaching practices and, consequently, student learning outcomes.

Research has shown that teachers with high self-efficacy are more effective in their instruction

and are more likely to work to assist all students in reaching their potential. Conversely, teachers

with low levels of self-efficacy are less inclined to work harder to meet the educational needs of

all their students.

Academic self-efficacy pertains to students' views and attitudes on their capacity to achieve

academic achievement, as well as their ability to successfully complete academic activities. It

has been postulated that students who demonstrate high self-efficacy make efforts to find

creative ways to approach challenges and solve problems; thus, self-efficacy could impact task

selection and achievement.

Teacher self-efficacy has received much attention because it appears to be the most influential

factor in academic achievement. Several researchers have examined self-efficacy and revealed

that it has a major influence on student learning, motivation, and academic functioning

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(Skaalvik, 2017). In more recent research, the self-efficacy of nursing college students was

linked to their digital skills, which was an important variable in academic learning. Academic

performance could be improved by integrating digital capabilities and fostering self-efficacy.

The interplay of these factors can significantly influence a student's academic success.

In the context of teacher self-efficacy, it is also important to consider the sources for developing

self-efficacy, which include actual performances, vicarious experiences, forms of persuasion, and

physiological responses. Mastery experiences are the most reliable channels for judging self-

efficacy beliefs, as successes reinforce and failures weaken self-efficacy beliefs.

Teacher self-efficacy is a significant predictor of both teaching practices and student academic

performance, and efforts to enhance teacher self-efficacy could lead to improved educational

outcomes.

1.2 Statement of the Problems

Research indicates that teacher self-efficacy is significantly related to students' academic

outcomes and is influenced by teachers' beliefs in their own abilities to plan, organize, and carry

out activities required to attain educational goals (Skaalvik & Skaalvik, 2017) Teachers with

high self-efficacy are more likely to adopt mastery-oriented approaches to teaching, which

positively predicts student achievement (Caprara et al., 2016)

Moreover, self-efficacy beliefs influence teachers' job satisfaction, attitudes towards teaching,

and their motivation, which in turn affects their teaching effectiveness (Klassen & Tze, 2017)

Professional development programs have been shown to positively affect teacher efficacy,

suggesting that continuous learning and development can enhance teachers' confidence in their

teaching abilities Additionally, the classroom environment and teachers' experiences are crucial

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factors that can either strengthen or weaken their self-efficacy beliefs Given these insights, the

problem statement could address the need to explore how teacher self-efficacy specifically

affects the academic performance of accounting students in Bauchi Metropolis and how

professional development, classroom environment, and teacher experiences contribute to shaping

teachers' self-efficacy beliefs. This exploration is critical in designing interventions that could

potentially enhance teacher self-efficacy and, consequently, improve student academic outcomes

in the subject of accounting. Despite the importance of accounting education for economic

development, there is a gap in understanding how teacher self-efficacy relates to student

academic performance in this subject within the Bauchi Metropolis. This study aims to address

this gap by examining the potential correlation between these two variables.

1.3 Aims and Objectives

The aim of this study is to examine the relationship between teacher self-efficacy and the

academic performance of senior secondary school students in accounting in Bauchi Metropolis.

Specifically, the objectives of this study are to:

i. Determine the relationship between teacher’s instructional efficiency and student

academic performance in accounting in senior secondary school within Bauchi

Metropolis.

ii. Find out the relationship between teacher assessment efficiency and academic

performance in accounting in senior secondary school within Bauchi Metropolis.

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Research Questions

The study will address the following research questions:

i. What is the relationship between teacher’s instructional efficiency and student academic

performance in accounting in senior secondary school within Bauchi Metropolis?

ii. What is the relationship between teacher assessment efficiency and academic

performance in accounting in senior secondary school within Bauchi Metropolis?

Hypothesis

The study hypothesizes that there is no significant relationship between teacher self-efficacy and

student academic performance in accounting within Bauchi Metropolis.

Significance of the Study

This finding of the study will be beneficial to Students, Teachers, Parents, Administrators and

future researchers.

The students will benefit from this study because its findings and recommendations will help

them to appreciate that they need parental care and positive values for them to be successful in

school and society at large. It will make the students to be more adaptive to parental control and

care.

Parents would also benefit from this study because it will enable them to be up and doing in the

upbringing of their children if they want them to be successful in both academic and in life. This

study will enlighten parents on the best methods of bringing up a child in the home.

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Teachers would be beneficiaries of this study because; it will enable them to be more enlightened

on how the students would perform in their academic environment.

The finding of the study will benefit the administrator in designing the curriculum that

would help the teaching and the school at large to promote discipline among the students in

secondary school.

Scope of the Study

The study will cover teacher’s instructional efficiency and assessment efficiency only in relation

to the student achievement in accounting.

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 CHAPTER TWO

LITERATURE REVIEW

This chapter presents the review of literature related to the study. The literature related to the

study will reviewed under the following sub-headings; theoretical framework, motivational

techniques and self-efficacy, teachers’ self-efficacy about classroom management, related

empirical studies and summary of literature reviewed.

2.1 Theoretical Framework

2.2 Teachers Motivation Self-Efficacy and Academic performance in accounting

2.3 Teachers’ Self-efficacy about Classroom Management

2.4 Review on Empirical Studies

2.5 Summary of the Literature Reviewed

2.1 Theoretical Framework

Bandura’s social cognitive theory (Bangura, 2016) provided the theoretical framework for this

study. Key to social cognitive theory is the fact that apart from personal and environmental

factors, individuals possess self-beliefs that enable them to exercise measure of control over their

thoughts, feelings and action. The theory is based on the option that individuals are agents

proactively engaged in their own development. Pajares, (2012)reports that an individual has the

potential to influence change regardless of his/her skill, this idea is central to social cognitive

theory. He added that self-efficacy belief assist people in how much pressure they will exert

against difficult situation, how long they will exert effort in facing difficulties and how they will

pull themselves together. According to Tschannen Moran & Hoy, (2001) teacher’s self-efficacy

is “a teacher’s judgment of his or her capabilities to bring about desired outcomes at student

engagement and learning, even among those students who may be difficult or unmotivated”.

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That concept is further defined as “the effects on behaviors of the students, academic

achievement and the learning motive f students who learn with difficulties” (Cowell, 2015).

People with high self-efficacy are more mclii to take on a task in which they belief they can

succeed. They render all effort toward attaining desired goals and shun away with all obstacles.

The extent to which an individual considers his capabilities sufficient to fulfill task is stated as

his self-efficacy perception. A individual analyses his skill, abilities, knowledge and experiences

that his competency as capabilities to respond to requirements of a certain condition he/she

happened to be.

In contrast, people with low efficacy always believe tasks are tougher than they are They act

automatically in an opposite direction with high efficacious people, teachers with low efficacy

lack plan and ambition in their teaching process. They are failures: they possess any kind of

training or qualification, experiences and adequate resources but migh not have the capable

judgment to utilize it (Pajares, 2012). The studies carried out order teachers’ efficacy as a

significant factor underlying learning and teaching have focused on the relationship between

teachers’ behaviors and student outcomes. Research have shown that teacher efficacy or the

extent to which a teacher believes he or she is capable of producing

effects on student performance, has positive effects on teachers’ effort and persistence in the face

of difficulties (Podell & Soodak, 2013). Based on these studies, it can be said that teachers’ high

self-efficacy is a factor that may positively affect student’s learning and academic achievement.

Bandura (2014) states that individual self-efficacy is derived from four main sources: mastery

experience, psychological and emotional sates, vicarious experiences and social persuasion.

Mastery experiences are generally considered to be the most effective way to foster a stronger

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sense of self-efficacy. Bandura described an individual experiencing success at a task as building

self-efficacy, while failure undermines the sense of self-efficacy.

Physiological and emotional arousal also affects the sense of self-efficacy. When people

canreduce their stress reactions and alter negative tendencies in the face of adversity, their sense

In the context of school, teachers self-efficacy can be defined as “a teacher individual beliefs in

his/her capabilities to perform specific teaching tasks at a specific level of quality in a specified

situation” (Dellinger, Bobbett, Oliver & Ellett 2018).

Based on the social cognitive theory teachers’ self-efficacy is conceptualized as individual

teachers’ beliefs intheir own ability to pan and organized, and carry out activities that are require

to attain give educational goals (Skaalvik, 2016). Teachers play an important role in the success

of students, and it is possible that teachers strong sense of self-efficacy can result in more

creative behavior hence yield greater achievement. According to Bandura (2016), individuals

with a high sense of self-efficacy belief more likely to have higher levels of performance and

higher commitment to tolerate frustration and to remain task-focused when obstacles arise.

Teachers with high sense of self-efficacy always move towards positive goal attainment.

They say no to anything that will defeat their ambition. Khurshid, Qasmi& Asbraf (2012)

believe that teachers with high self-efficacy teach well due to their self-confidence and

quality of motivating students. These teachers are risk takers and say “yes” to new ideas oi

skills, old controlling styles an restrictions are the qualities of low self-efficacy teachers.

Perceived self-efficacy refers to beliefs in one’s capabilities to organize and execute the courses

of action required to manage prospective situation (Bndura, 2017). He explainec that a sense of

self-efficacy cannot be adopted by imitating others’ habit and behaviors rather one must

consciously put in place measures to regulate actions. Bandura, (2018) states that

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perceived self-efficacy is not about the capabilities one has but about the belief that a person

has about what he can do with available resources. A distinction has been pointed between

perceived self-efficacy and self-esteem. Perceived self-efficacy is concerned with judgment: of

personal capability, where as self-esteem is concerned with judgment of self-worting

Bandura, 2017). Also self-esteem reflects a person’s overall evaluation of his or her own

worth; however self-efficacy is task specific. One may feel highly efficacious to perform an

action but they may have a low belief in their capabilities to do something else.

2.2 Teacher’s efficiency and student’s achievement

Teaching effectiveness has been accepted as a multidimensional construct since it measures a

variety of different aspects of teaching such as; subject mastery, effective communication, lesson

preparation and presentation (Onyeachu 2016). The influence of teachers’ teaching effectiveness

on the learning outcome of students as measured by students’ academic performance has been

the subject of several studies (Adediwura and Tayo 2017; Adu and Olatundun 2017; Lockhead

and Komenan 2019; Schacter and Thum 2014; Starr 2012). The above studies suggest that

effective teaching is a significant predictor of students’ academic achievement. Therefore

effective teachers should produce students of higher academic performance. Poor academic

performance of students in Nigeria has been linked to poor teachers’ performance in terms of

accomplishing the teaching task, negative attitude to work and poor teaching habits which have

been attributed to poor motivation (Ofoegbu 2014). It has also been observed that conditions that

would make for effective teaching such as resources available to teachers, general conditions of

infrastructure as well as instructional materials in public secondary schools in Nigeria are poor

(Oredein 2017). These prevailing conditions would definitely show a negative influence on the

instructional quality in public schools, which may translate to poor academic performance,

9
attitude and values of secondary school students. Although teachers’ strong effect would

significantly influence students’ academic achievement, other factors such as socio-economic

background, family support, intellectual aptitude of student, personality of student,

selfconfidence, and previous instructional quality have been found to also influence students’

examination score (Starr 2012) either positively or negatively. To this end, Blankstein (2016)

had stated that students’ grades and test scores are not good indicators of the quality of teachers’

instruction. In support of this view, a study carried out in Nigeria by Joshua et al. (2016) showed

that Nigerian teachers condemn the use of student achievement scores as indicators of teachers’

competence, performance or effectiveness. Since students’ academic scores are not the only

predictors of teachers’ effectiveness, researchers have sought other fairer ways of evaluating

teachers’ effectiveness. Students, administrators, colleagues and the teachers’ self evaluation

have been used to evaluate teachers’ effectiveness. Students’ competence in the evaluation of the

effectiveness of their teachers has been of great concern to researchers in education. However,

studies have shown that students’ ratings are valuable indicators of teachers’ effectiveness

(Barnett et al. 2003; Imhanlahini and Aguele 2016; Pozo-Munoz et al. 2015). Despite the fact

that there are research reports in support of students’ rating of their teachers’ effectiveness,

Nuhfer (2014) and Pozo-munoz et al. (2016) warned that students rating should be one of a

comprehensive evaluation system and should never be the only measure of teachers’

effectiveness. The school administrators’ evaluation has also been used to evaluate teachers’

effectiveness. The accuracy of school administrators’ evaluation of teachers’ effectiveness has

also been studied. Jacob and Lefgren (2016) found a positive correlation between a principal’s

assessment of how effective a teacher is at raising students’ achievement and that teacher’s

success in doing so as measured by the value- added approach. The above study suggests that

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administrator’s rating may also be one of a comprehensive evaluation system to measure

teachers’ effectiveness in secondary schools.

2.2 Teachers Motivation Self-Efficacy and Academic performance in accounting

Akinola, Sarumi and Majoyinole (2018) defined motivation as any condition which

initiates, guides and maintains a response. According to Martin, (2014) “Motivation can be

conceptualized as students’ energy and drive to learn, work effectively, and achieve their

potential at school, and the behavior that follow from this energy to drive”. In the classroom,

motivation refers, to something which the teacher does to get students to respond in

designated or given ways, Ogwo and Oranu, (2016). It is the ambition of most student to be

motivated by their teachers and be prompted to act in such a manner as to have great results

for their efforts. It is pertinent to note that individual students’ characteristic variables such as

motivational orientations, self-esteem and learning approaches are important factors

influencing academic achievements. Onuka and Durowuju, (2019) in their study, found out

that motivation is positively related with students’ cognitive achievement, gender has no

significant effect on students’ cognitive achievement in Economics. Of all the personal and

psychological variables that have attracted researchers in the area of educational

achievement, motivation seems to have been more popular than other variables (Telle, 2018).

Other studies by Sandra, (2012); Skaalvik and Skaalvik, (2016) revealed that, there is a

significant relationship between academic performance and motivation; they reported that

students who possess high motivation tend to attain higher cognitive achievement than those

with low motivation in their course of study Jackson, (2013) states that” as teachers we must

understand various motivational dimensions in order to tap into the greatness of our people

and help them become their best selves”. If students believe that they can achieve and are

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motivated to do so by their instructors, then success is the end result. Eggen and Kauchauk,

(2001) explained that there is a relationship between behavior, the environment and personal

factors in the learner. “Leaner’s are motivated to work on a task to the extent that they ex

to succeed and value achievement on the task. If both are present, learns may develop as of self-

efficacy”. They further emphasized that high efficacy teachers believed that they

increase both motivation and achievement. They accept students and their ideas, use pre

rather than criticism, persevere with low achievers, and use their time effectively.

Considering the role of motivational belief in the learning process, researchers Fasserted that

supporting students motivation is crucial to enhance student learning

academic performance (Bandura, 2016; Blazevski: 2016). Motivation positively affects

performance of student at any specified level. It was suggested that teachers’ person

efficacy to motivate students is possibly one of the major ways through which efficacy affect

students cognitive growth and academic achievement (Bandura, 2016).

In enumerating the factors that could be responsible for varying academic performance of

students, Combs (1990) listed prominent among them, well motivated and qualified teachers who

are familiar with and capable of discharging their teaching responsibility effectively well. On a

similar note, Ukeje (2019) and Fafunwa (2019) write extensively on the prime importance of

effective teachers in the development of academic institutions, especially in the area of

enhancing students’ academic performance. Rice (2013) stated that: researchers and policy-

makers agree that teacher quality is a pivotal policy issue in educational development,

particularly given the investment in teacher-compensation, coupled with the evidence that

teachers are the most important factor affecting student-academic achievement. Marzano (2013)

also stated that on the average the most effective teachers produce gains of about 53% points in

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StudentAchievement over a year, whereas, the least effective teachers produce achievement

gains of about 14% points over a year. He stated that identifying teachers’ areas of role

performance that positively influence student-achievement is a critical conversation in education

today. Studies by Oskamp & Schultz (2015) also reveal that teachers’ attitude reflects their

effectiveness; which are then related to their students’ achievement. Ensuring that students in

academic institutions achieve with high grades in tested courses, is not just the only concern for

effective teachers. Promoting students’ academic achievement is arguably the most important

component of their tasks. However, teachers contribute to their students’ development in many

diverse ways. For instance, teachers can help students learn to work cooperatively with their

peers; conduct themselves appropriately in classrooms and schools; resolve differences

peacefully; and understand their roles as citizens in classrooms and schools; communities and the

society at large. Teachers also have responsibilities beyond direct instructions; such as working

with colleagues to identify students with special needs and developing plans to support them,

(Goe et al 2018). In trying to determine what possible effect Teacher-Effectiveness may have on

students’ scholastic achievement, Maduegbuna (2018) also carried out a research with

information gathered from 100 students for Teacher- Evaluation purpose on ten chosen courses,

using Questionnaires. He correlated students’ achievement in the courses with the graded

effectiveness of the teachers and concluded that Teacher-Effectiveness had significant effects on

students’ achievement in each of the courses. In a similar research, Ijeoma (2015) obtained a

correlation value of +0.70, which he concluded as a strong positive correlation between Teacher

Effectiveness and Students’ Academic Achievement.

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2.3 Teachers’ Self-efficacy about Classroom Management

Teachers perceive classroom management to be one of the most enduring

widespread challenges in the classroom (Goyette, Dote, & Dion, 2018). The concept

classroom management includes activities such as organizing the learning-teaching process

monitoring the behaviors of the students within the classroom and arranging the physical

environment of the classroom. In this sense, it can be stated that classroom management

directly affects the quality of teaching and learning. In addition, teachers often face stud

misbehavior in the classroom, which may break down the effectiveness of the learn process. In

dealing effectively with student misbehavior, teachers’ skills in this area play important role in

determining whether considerable time is wasted or used efficiently plaimed teaching activities.

Otherwise, teachers have engaged considerable time intervening with misbehavior students

instead of teaching students. Unfortunately, negatively affects the pupils’ learning and the quality

of instruction they receive in classroom. Although it is recognized that effective classroom

management control significantly to students’ learning and development, teachers report that

management is one of their biggest challenges (Mok, 2015), Classroom management

defined as the efforts of the teachers to effectively coordinate and manage all especially

classroom activities including student behavior, learning and social interactions (Bm

2018). According to Doyle, (2016) classroom management revolves around teachers’ students’

attitudes and actions that influence students’ behaviors in the classroom. classroom management

beliefs of teachers can impact in certain ways any misbehavior

their students. In addition to planning and organizing instruction, teachers should also adequately

prepared to intervene in instances of misbehavior which negatively students’ learning.

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Studies have found a negative correlation between teachers’ confidence and their of effective

behavior management techniques (Woolfolk& Hoy, 2016). For instance, confident teachers are

more likely to become angered and threatened by misbehavior, use appropriate management

techniques, and frequency refer students to other school person (Martin &Shoho, 2019). In

comparison, confident teachers believe that difficult students teachable (Buell, Hallam, Gamel-

Mccoick & Scheer, 2019), and use proactive appreciate to behavior management (Cartledge &

Johnson, 2016). It has been posited that teachers wfail to handle disruptive behaviors with

confidence may precipitate or exacerbate behave problems (Martin & Shoho, 2019). Given this

assertion, it appears that teachers that are mc effective in dealing with misbehaviors are those

teachers most confident in their ability teach difficult students (Giallo& Little, 2013).

Teachers’ self-efficacy is one of the factors related to teaches’ classroom management

orientations. Teachers’ self-efficacy belief have been correlated with classroom management

orientations, Emmer &Hicknian, (2015); Henson, (2013) populated that the relationship

which their expectations for success impact classroom management behavior. Teachers’ with

a higher sense of efficacy tended to favor more humanistic and less controlling classroom

management orientation when handling their students’ behaviors

(Henso, 2003; Woolfolk &\Hcv. 2015) and also used more positive behavior management

strategies (Emmer &Hickman, 2017).

According to Yeo, Ang, Chong, Huan&Quek, (2018), self-efficacy of teachers helpsin designing

environment for students that assist them in achieving academic success. Suchefficacy affects

classroom management, instructional strategies and student engagementself-efficacious teachers

invest more time teaching than controlling students who struggle with learning andlor behavior

15
difficulties” Classroom management is a term used by teachers describe the process of ensuring

that classroom lesson run smoothly despite disruptive

Dehavior by student. Allinder (2015) equally found teachers with high efficacy preserve with

those students who were performing poorly. The study found a positive relationship between

teachers’ efficacy and their conviction that students’ learning outcomes are strengthened by

effective instruction, these teachers were more confident of their classroom performance as cheir

classroom environment maintained a strong academic focus than other teachers with low

efficacy. Classroom management is closely linked to issues to motivation, discipline and

aspect. Many teachers establish rules and procedures at the beginning of their lesson.

According to Goodman, (2018), rules give students concrete direction to ensure that our petition

becomes a reality. They also try to be consistent in enforcing these mies and rocedures.

One important aspect of teacher efficacy is the control exerted over the classroom.by Machado,

Stem and Ray, (2019) emphasized the need for skilled instruction, positive

school and classroom climate and dynamic leadership to ensure the success of poverty stricken

students in achievement and teacher attitudes in high poverty elementary schools,

while it was recognized that poverty is a construct that is very power fill, a strong relationship

was found between positive school climate and high academic achievement for elementary

school students. Students living in high poverty and who need academics to succeed in life,

definitely need the best teachers. Efficacious teachers are more committed to the profession and

create optimal learning environments so students can succeed (Tucker, Porter, Reinke,

Herman, Ivery& Mack, 2015). Woolfolk and Hoy, (2019) found a significant correlation

between teachers’ self-efficacy and pupil control ideology, it was found that the more efficacious

the pre-services teachers the more humanistic they were in terms of control. Also in his study on

16
the relationship between pre-service teachers’ self-efficacy, task analysis and classroom

management beliefs, Henson (2013) found that the more efficacious teachers were the less

interventionist regarding classroom management beliefs.

2.4 Review on Empirical Studies

An empirical study concerning self-efficacy levels for the students of a middle school was

conducted and examined against their class level (above-grade-level or grade level) and

academic grades. For the intent of this study, students in magnet, merit, or honors classes were

placed in the category of gifted students. Students in grade-level classes were also considered

general education students. Studies revealed that students’ self-efficacy levels act as a

determinant of academic success. Studies indicate that “perceived self-efficacy occupies a central

role in the causal structure of social cognitive theory because efficacy beliefs affect adaptation

and change not only in their own right, but through their impact on other determinants” (Bandura

et al., 2016). Bandura stressed the fundamental usage of modeling. Children are impressionable

an learn by watching others. For example, Bandura’s infamous Bobo doll experiment revealed

how children’s actions were affected after watching an adult’s actions. Subconsciously, the

children treated the doll in the same manner that the adult had treated it. The Bobo doll

experiment should encourage teachers to increase the amount of modeling that is used in the

classroom because it is highly effective. Siegle and McCoach emphasize that “teachers who

capitalize on the influence of past performances, observation of others as models, and verbal

persuasion produce more confident students” (2017). Posting previous successful work on a

bulletin board is a tangible way for students to remember that they have succeeded in the past

and they are capable of another success. Gifted students will also benefit from modeling and

17
may even learn more if they have the occasional opportunity to model concepts to their peers.

Additional research has been completed in the subjects of math and science with

students’ self-efficacy. Mathematics seems to be a challenging subject and intimidates many

students. In a study of seventh-grade students, Chen found that “self-efficacy played a direct role

in predicting students’ math performance. The effects of prior math achievement on math

performance were mediated largely through the students’ self-efficacy beliefs” (2013).

Therefore teachers should remind students of their previous successes in mathematics and use

specific encouraging words. General reminders and phrases become redundant and meaningless

in the classroom. Stevens, Olivarez, and Hamman conclude that “self-efficacy and the sources of

self-efficacy were stronger predictors of mathematics achievement than general mental ability”

(as cited in Siegle & McCoach, 2017). Educators should devote time increasing students’ levels

of self-efficacy in order to increase achievement in math. Siegle and McCoach encourage teacher

training in strategies to increase students’ self-efficacy levels. The school system should offer

training as a mode of professional development which Drovides an indirect method to increase

the self-efficacy levels of students. In a study of high school science students, Bryan, Glynn, and

Kittleson determine that “students’ intrinsic Teacher Self-Efficacy as a teacher, on the other

hand, is a power fifi predictor of how and whether a teacher will act. Self-efficacy is the belief

that one is capable of exercising personal control over one’ s behaviour, thinking and emotions.

Effective teachers believe that they can make a difference in children’s lives, and they teach in

ways that demonstrate this belief. What teachers believe about their capability is a strong

predictor of teacher effectiveness. People who hold strong self-efficacy beliefs tend to: j; be

more satisfied with their job.

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‘Trentham et al 2015); ii, demonstrate more commitment (Trentham et al 2015); and iii, have

ower absenteeism (McDonald & Siega!! 2013). Teachers who have high self-efficacy tend

persist in failure situations (Gibson & Dembo 2014); take more risks with the curriculum

Guskey 2015); use new teaching approaches (Gibson & Dembo 2014)

This study determined the influence of teachers’ classroom effectiveness on students academic

performance in public secondary schools in Delta State, Nigeria. It was descriptive in nature and

involved 979 teachers, made up of 450 males and 519 females, drawn from 72 out of the total of

361 public secondary schools in the State by stratified random sampling technique. Academic

performance records of 50 students per teacher, which is 48,950 students’ scores were also used.

Two questionnaires and a rating scale were used to collect data for the study. Cronbach’s alpha

value of 0.98 and 0.79 respectively were obtained from the two questionnaires used for the study.

Four hypotheses were tested at the 0.05 level of significance using correlation, simple regression,

t-test, and single factor analysis of variance. The results showed that effective teachers produced

better performing students. However, the observed differences in students’ performance were

statistically not significant. This could be due to the influence of student and school environment

related factors which were not included in this study. It was concluded that teachers’ effect is not

the only determinant on students’ academic achievement.

This study determined the influence of teachers’ classroom effectiveness on students academic

performance in public secondary schools in Delta State, Nigeria. It was descriptive in nature and

involved 979 teachers, made up of 450 males and 519 females, drawn from 72 out of the total of

361 public secondary schools in the State by stratified random sampling technique. Academic

performance records of 50 students per teacher, which is 48,950 students’ scores were also used.

Two questionnaires and a rating scale were used to collect data for the study. Cronbach’s alpha

19
value of 0.98 and 0.79 respectively were obtained from the two questionnaires used for the study.

Four hypotheses were tested at the 0.05 level of significance using correlation, simple regression,

t-test, and single factor analysis of variance. The results showed that effective teachers produced

better performing students. However, the observed differences in students’ performance were

statistically not significant. This could be due to the influence of student and school environment

related factors which were not included in this study. It was concluded that teachers’ effect is not

the only determinant on students’ academic achievement.

Researchers agree that teachers are one of the most important school-based resources in

determining students’ future academic success and lifetime outcomes, yet have simultaneously

had difficulties in defining what teacher characteristics make for an effective teacher. This

chapter reviews the large body of literature on measures of teacher effectiveness, underscoring

the diversity of methods by which the general construct of “teacher quality” has been explored,

including experience, professional knowledge, and opportunity to learn. Each of these concepts

comprises a number of different dimensions and methods of operationalizing. Single-country

research (and particularly research from the United States) is distinguished from genuinely

comparative work. Despite a voluminous research literature on the question of teacher quality,

evidence for the impact of teacher characteristics (experience and professional knowledge) on

student outcomes remains quite limited. There is a smaller, but more robust set of findings for

the effect of teacher support on opportunity to learn. Five measures may be associated with

higher student achievement: teacher experience (measured by years of teaching), teacher

professional knowledge (measured by education and self-reported preparation to teach

mathematics), and teacher provision of opportunity to learn (measured by time on mathematics

and content coverage). These factors provide the basis for a comparative cross-country model.

20
The study was carried out on the influence of Teacher’s Effectiveness on Academic performance

of the secondary schools Home Economics Students in Edo State, Nigeria. The study had two

research questions, and two hypothesis. Correlational research design was used for the study.

The population of the study comprised all public secondary school students in Edo South, Target,

population was secondary school students, offering Home Economics (SSSI) in Edo South, the

sample size of this study consist of three hundred and Eighty four students, using random

sampling techniques. The instrument used for this study were questionnaire and Achievement

test. The questionnaire were given to secondary schools teachers while Achievement test were

given to the students. The instrument were face and content validated by two expert from

vocational and technical Education, University of Benin. The validated instrument were tested

using pearson product moment of correlation which yielded reliability coefficient of 0.83. the

data for the study were analyzed using pearson product moment correlation coefficient and fisher

–Z. the study revealed that, there is significant relationship between teachers effectiveness and

academic performance. Teachers effectiveness improve academic performance. The study also

revealed that, there is a significant difference in the relationship between teacher’s effectiveness

and academic performance of students in urban and rural areas. The study therefore, recommend

among others that Government should motivate teacher’s to work effectively in area of attractive

salary and provision of adequate learning and teaching resources. Success in Education is

measured by academic performance, Government, parents and societies at large care about

academic performance, because good academic results provide more career choices and job

opportunities for an individual. Poor academic performance of students has been linked to poor

teacher’s performance in terms of accomplishing the teaching task poor habits and negative

attitude to work (Ofoegbu Cited in Akiri and Ugborugho, 2019). Teacher effectiveness is the

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collection of characteristics, competencies and behaviours of teachers at all educational levels

that enables students to reach desired outcomes. Such as, attainment of specific learning

objectives as well as a broader goals which will enable them to solve problems, become effective

citizens and think critically (Hunt, 2009). Conditions that will make effective teaching in Nigeria

are very poor such as resources available to teachers, instructional materials in public schools,

and general conditions of infrastructure (Akiri&Ugborugbo, 2009). Lack of resource materials

for teaching, low pay, overload of teaching schedule can result to direct effect on teachers ability

to perform and ineffectiveness. (Bojuwole, 1997). Adeyemo(2015) cited in Asikhia (2017)

reviewed that no profession in Nigeria has suffered reversal of fortune than teaching which has

affected the commitment expected of the teachers. This indicates that the quality of service

rendered by an unmotivated teacher could affect academic performance of students. Most

educated people move from rural to urban area due to lack of amenities, poor infrastructure, they

prefer working in urban areas than rural areas. Canadian council on learning, 2006 also find out

in their work that small rural schools filled their vacancies with younger, less experienced

teachers. These young teacher is face with a number of hindrances to effective teaching. They

are often burdened with heavy work loads, teaching courses in four or five different subject

areas, some of which fall outside of their teaching specialties. There is a significant difference of

Home Economic teacher interest on the teaching of Home Economics secondary school students

in urban and rural areas, also teachers emotional and attitude towards work differs from schools

in rural and urban areas, teacher’s punctuality is also different from schools in urban and rural

areas. Etsey (2015) explained that availability and use of teaching learning materials affect the

effectiveness of a teacher’s lessons. The creative use of a variety of media increases the

probability that the student would learn more, retain better, what they learn and improve

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International Journal of Advanced Research in ISSN: 2278-6236 Management and Social

Sciences Impact Factor: 7.065 Vol. 9 | No. 1 | Jan 2020 www.garph.co.uk IJARMSS | 3 their

performance on the skills that they are expected to develop. There are different types of variables

that contributed to teacher’s effectiveness, such as students characteristic and behaviours which

include health and nutrition, age of entry into school, socioeconomic status, support from parents

and siblings; etc, school and teacher characteristic and behavior, school characteristic such as

infrastructure, materials and textbooks, class size, peer group, school climate and the amount of

time in the school day and year. Vegas and Petrow (2018) cited in Hunt (2019) teacher

characteristics such as experience, knowledge and motivation. Also, Organization factors, such

as, National assessment, teacher’s salaries, technical assistance, teacher’s union involvement and

curriculum. Abdulahi and Onasanya (2014) who carried out a study on effect of teacher

effectiveness on Kwaren state secondary school students achievement revealed that statistically

significant relationships existed among student’s academic achievement and teachers

effectiveness. Akiri and Ugborugbo (2019) carried out a study to determined the influence of

teacher classroom effectiveness on students academic performance in public secondary schools

in Delta State, Nigeria, His findings revealed that effective teachers produced better performing

students. Olaleye (2011) also carried out study on teachers characteristics as predicator of

academic of student in secondary schools in Osun State Nigeria, revealed that there is significant,

relationship between teachers characteristics on students academic performance.

2.5 Summary of the Literature Reviewed

Bandura’s theory was applied to explain the construct of self-efficacy and teachers’ received

efficacy. Individuals might believe that specific behaviors will yield specific result, they might

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doubt their abilities to perform the required actions. Teachers who believed inner abilities to be

effective are more likely to be just event under most difficult substances.

They persist in the face of diversity and meaningful learning, environments that enhance the

learning experience. Despite the numerous factors that affect student achievement, teacher

efficacy is highlighted strongly in the literature reviewed. Specifically in this study, literature

revealed significant relationship between teachers’ efficacy about motivation and students’

achievement. These include the work of Tella,2018); Sandra, (2018); Blazevski, (2016) and the

rest. Various researches also on classroom such as that of Hoy, (2013); Martin and Shoho (2019)

reported that, significant correlation exists between teachers’ efficacy and their use of effective

behavior management techniques. The researchers were of the view that less confident teachers

are more likely Ogwu and Oranu, (2016); Yeo, Ang, Chong, Huan, Quek (2019) agreed that

efficacious teachers devise and modify instructional strategy in order to meet students need and

facilities learning. A lot of factors were also shown to influence students’ academic achievement.

However, teacher factors were found to be prime predictors of students’ academic

achievement. (Wright, Horn and Sanders, 2017; Yala and Wanjohi, 2018, & Adeyemi.

2017).Teachers qualifications and teaching experience were not found to be significant factors

influencing students achievements (Ravkin, Hanushek & Kain, 2015).

Based on the literature reviewed the extent to which motivational technique, classroom

management techniques and instructional strategy as components of teachers self-efficacy in

determining students achievement is yet to be established in Bauchi state. The present study

hereby seeks to cover this gap.

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