PAPER PRESENTATION
TOPIC:
TEACHER EFFECTIVENESS A PANACEA TO
STUDENTS PERFORMANCE
AT
COMMUNITY DAY SECONDARY SCHOOL TORO
DATE: 30TH JANUARY, 2025
TIME: 9:00AM
BY:
DR. A.A. GWAMIS
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INTRODUCTION
The issue of declining academic performance of students in Nigeria
secondary schools has generated much interest among stakeholders in the
education sector. The quality and performance of students depends on the teachers
as reflected in the discharge of their duties. Overtime, students academic
performance in both internal and external examinations had been used to determine
the effectiveness of teachers and teaching (Ajao, 2001). This was buttressed by
Ogunsaju (2004) that the academic standard of students in all Nigerian educational
institutions has fallen considerably below societal expectations.
Teachers have been known to have important influence on students’
academic achievement and they also play a crucial role in educational, attainment
because the teacher is ultimately responsible for translating educational policies
and principles into actions based on practice during interaction with the students
(Afe, 2001). Both teaching and learning depend on teachers, no wonder an
effective teacher has been conceptualized as one who produces desired results in
the course of his duty as a teacher (Uchefuna, 2001).
Therefore, the effectiveness of teachers in classroom interaction with the
students could be responsible for the observed poor performance of students and
widely acclaimed fallen standard of Education in Nigeria.
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
(Ojoegbu, 2004). 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, 2000).
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Although teachers strong effect would significantly influence students
academic achievement, other factors such as socio-economic background,
personality of student, self-confidence and precious instructional quality have been
found to also influence students examination score either positively or negatively
(Starr, 2002).
Bangbade (2004) found out that teachers attribute have significant
relationship with students academic performance. Such attributes includes teachers
knowledge of the subject matter, communication ability, emotional stability, good
human relationship and interest in the job.
Zhao (2023) defines teacher effectiveness which encompasses a variety of
aspects that collectively contribute to creating a positive and impactful learning
environment. He further identified the key aspects of teacher effectiveness:
Content knowledge, pedagogical skills, classroom management, student
engagement, feedback and assessment, professional Development, teacher-student
relationship, cultural competence and collaborative practices. Teacher
effectiveness generally refers to the impact and success of a teacher in fostering
student learning and development.
Gay (2018) stated that teacher effectiveness refers to the extent to which a
teacher’s actions positively impact students learning.
QUALITIES OF AN EFFECTIVE TEACHER
1. Good character – as a molder of lives must be an embodiment of good
character.
2. Very competent to handle his/her teaching subject.
3. Willing to add to his/her knowledge
4. Must be flexible and open minded i.e. ready to receive new ideas, creative
mind.
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5. Neat – always clean, smart etc.
6. Firmness – Does not change his rule frequently
7. Kind and understanding i.e. friendly to his students
8. Effective communication i.e. fluent, lively, audible etc.
9. Faces reality in an objective manner i.e. does not transfer aggression to his
students.
[Link] should be observant when teaching.
IMPROVE CLASSROOM COMMUNICATION
The point has always been made that effective teaching demands effective
communication in the classroom. The following suggestions has been provided:
1. Minimizing noise/distraction in and out of the class.
2. Improved speaking ability i.e. good English, pronounce well etc.
3. Be organized e.g. planned well, ready to teach etc.
4. Consider students needs, interest and capabilities
5. Class control – e.g. use of questioning and watchful eyes.
CHALLENGES FACED BY EFFECTIVE TEACHERS
1. Poor remuneration
2. Lack of professional development
3. Dilapidated structures
4. Insufficient learning materials
5. Over-crowding of students
6. Poor inspection and supervision
7. Lack of parental support
8. Poor staffing
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WAY FORWARD ON CURBING THE CHALLENGES FACING
TEACHERS EFFECTIVENESS
1. There should be a better remuneration of teachers
2. There should be professional Development training
3. Government should renovate and build more structures
4. Sufficient learning materials should be provided
5. More classrooms should be built to avoid overcrowding
6. Regular inspection and supervision should be done
7. Parents should support their children and teachers
8. Qualified staff should be employed in our schools for service delivery.
CONCLUSION
Teachers effectiveness has been found to have only a minimal influence on
the academic performance of students in Nigeria. This is due to the fact that
teachers effort is not the sole determinant of students academic outcome. Students
related factors such as intelligence, parental education, socio-economic status and
personalities which vary over wide margins have significant effect on the academic
performance of students. So all hands must be on deck (i.e. government, parents,
students and teachers) for our students to perform well in their studies.
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REFERENCES
Afe J.O. (2001). “Reflection on Becoming a Teacher and Challenges of Teacher
Education”. Inaugural Lecture Series, 64 University of Benin, Benin City,
Nigeria.
Ajao, W. (2001). “Cadbury is Determined to Move Education Forward.”
Vanguard, December 27, 2001 P.18.
Bangbade J.O. (2004). “Effects of subject matter knowledge in the teaching and
learning of Biology and Physics”, Teaching and Teacher Education: 109-
112.
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research and Practice
(3rd ed.) Teachers College Press.
Ogunsaju, S. (2004). A Guide to School Effectiveness in Nigeria. Ibadan, Laville
Publications’.
Ovedein, A.O. (2000). “Leadership Characteristics andPersonnel Constraints as
factors of school and industrial Effectivneess.” Ph.D. Thesis, Unpublished,
Ibadan, University of Ibadan, Nigeria.
Starr L. (2002). “Measuring the Effective Teaching Education World.” Retrieved
October 16, 2005, from [Link]/[Link].
Uchefuna M.C. (2001). A Study of Clinical Supervision and Teachers
Effectiveness in Umuahia and Abia Educational Evaluation and Policy
Analysis: 23(1) 57-77.
Zhao, G. (2023). A Review of Research on the Impact of Professional Learning
Communities on Teaching Practice and Student Learning. Teaching and
Teacher Education 24(1), 80-91.
