THE FACTORS INFLUENCING STUDENT TEACHERS PERFORMANCE DURING TEACHING PRACTICE A CASE STUDY OF ILAJE LOCAL GOVERNMENT AREA OF ONDO STATE

THE FACTORS INFLUENCING STUDENT TEACHERS PERFORMANCE DURING TEACHING PRACTICE A CASE STUDY OF ILAJE LOCAL GOVERNMENT AREA OF ONDO STATE

Abstract

The study was undertaken for the purpose of determining the factors influencing Students teachers’ performance during teaching practice. Four research questions were drawn to guide the study. Also, four null hypotheses were formulated for testing. The population of the study comprised 156 Public school Teachers and 1044 students in nine public schools in Ilaje Local Government Area Ondo State Nigeria. A 4-point rating scale structured questionnaire was used for data collection. The instrument was personally distributed by the researcher. Eight hundred and sixty seven (867) copies of questionnaire were properly completed and retrieved. Data collected were subjected to statistical analysis using mean score of index of 2.5 for agreement of answering research question. Logistic regression was used to test null hypotheses 1 to 4. All the hypotheses were tested at significance level of 0.05. One of the findings of the study revealed that teaching environment has significant influence on student ‘teachers performance during teaching practice in Ilaje, Edo State Nigeria. It was recommended among others that host schools, host teachers, members of the community should help in incorporating students teachers into the environment.

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Teaching is one of the oldest, respected and noble professions in the world and it occupies a high place of importance in developed and developing countries.  In Nigeria, teaching constitutes one of the most important professions required for a successful execution of national plans and has significant role in the growth and development of individuals and the nation at large.  To qualify as a teacher in business education programme, students must pass all their required courses; in addition to undergoing six months teaching practice exercise (NCCE, 2008). Teaching Practice (T.P) is one of the most important and formative experiences of every teacher-intraining. It is the best opportunity for students in Faculties of Education in Universities or Colleges of Education to build a portfolio and learn the best teaching skills within the watchful eyes of a cooperating institution. During the exercise, institutions and school-based mentors are expected to observe the students' progress, behaviour and attitude at school, and assess the student teachers' practical teaching and learning activities according to specific guidelines. This practical training provides students with an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implications for learning. As a result of the importance of teaching practice to students teachers this paper attempts to analyse the factors influencing students teachers performance during teaching practice.

During the teaching practice, student teachers are provided with the range of experiences that would expose them to the expectations of the teaching profession. It also exposes the students to the practical use of teaching methods, teaching strategies, teaching principles and techniques in a real life situation, particular as it affects’ classroom performance institutional and noon instructional activities. Indeed teaching practice can be seen as a culminating experience in teacher preparation as provides opportunity for a beginning teachers to become socialized in various aspects of profession. During teaching practice that knowledge is affirmed.  Akbar (2002) outlines the following as the benefits of teaching practice to students teachers:-

1. an opportunity of establishing an appropriate teacher pupil relationship.
2. an opportunity for evaluating the students‟ potential as teachers for the teaching profession.
3. practical experience in school to overcome the problems of discipline and enable student teachers to develop methods of students and classroom control.
4. an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implications for teaching and learning.
5. skill in the use of fundamental procedures, techniques and methods of teaching.
6. developing desirable professional interests, attitudes and ideas relative to the teaching profession.
7. developing characteristics and behaviour traits for effective evaluation of teaching and other classroom activities with a view to developing teaching and learning evaluative skills.
8. having opportunity for self evaluation of one‟s teaching

There is general opinion that teaching practice has significant influence in the field of education for challenges of newly recruited teachers would experience in their teaching career. Thus teaching is intended to enable future teachers to utilize the wisdom of the certified teachers who usually have many years of experience in the classroom in the area of asking questions, giving advice and directions. Indeed, teaching seeks to practice student-teachers with skills for teaching and applying general instructional resources for the teaching students in area of their specialization.

Classroom performance is the term educators use to describe the skills and competency of teachers in classroom activities. This definition for classroom performance in this study appears to look at the compliance in classrooms provisions and procedures necessary to teaching and learning exercise in schools. According to http://www.ehow.com/, effective classroom performance makes teaching and learning interesting and ensures that teachers made use of appropriate methods and skills to impart desire knowledge and skills to students.

To produce competent  teachers the National Commission for Colleges of Education (2008) which is the supervisory organ of NCE programmes made it mandatory for all NCE graduates to undergo a teaching practice training for six months under the cooperation of the training institution and practicing school.  Through this exercise, a student teacher acquired skills for teaching and classroom performance which are very important for effecting teaching and learning.  According to Froyen and Iverson (1999) teaching skills and classroom performance are essential as they encourage and establish student self-control through a process of promoting positive achievement and behavior and added that academic achievement, teacher efficacy and teacher student behavior are directly linked with the teaching skills and classroom performance. Wagaman(2010) pointed out that teaching practice is a necessary and important step towards becoming a certified teacher. Teaching practice allows student teachers to take advantage of the opportunity to build a portfolio and put some of the best teaching skills into play.  Considering that teaching practice is the first opportunity teacher-in-training gains experience in teaching profession, the researcher assess the factors influencing students teachers performance during teaching practice in Ilaje local government area, Edo State.

1.2 Statement of the Problem

Teaching implies the roles of impacting knowledge in a clear and structured way, to explain correct solutions, to give students clear and resolvable problems, and to ensure calm and concentration in the classroom.  In education, it is believed that practices and attitudes are important for understanding and improving educational processes. In order to achieve the standards required for qualified teacher status, an NCE Business Education student in educational programme is required undergo teaching practice for a period of six months in primary or secondary school. The exercise is aimed at inducting student teachers more fully into the professional work of teachers (Perry 2004). To this effect, the student teachers are expected to perform all the responsibilities of a teacher which are exciting but challenging. The experience will enable student teachers to cope with unfamiliar situations, controlling and managing learners or establishing working relationship with the mentor or supervisor. The Akbar (2002) and Bhargava (2006) opine that, the exercise provides the future teacher with practical experience in school to overcome the problems of discipline and enables them to develop methods of controlling them.

However, research work in the past have shown that factors influencing students teachers performance during teaching practice have been of great concern to teachers, parents, government, individuals and even to students teachers as well. It is observable that performance is getting poorer even as most bodies mentioned above try their best. To find solutions to these problems the following questions were asked;

1.3    Research Questions

In line with the objectives of the study, the following research questions were raised for the study:-

1. How does learning environment influence student teachers performance?
2. Does lack of support by host teacher influence students teacher performance?
3. Does the attitude of teachers affect student teachers performance?
4. How does attitude of supervisor influence students teacher performance?

 1.3. Objectives of the Study

The main objective of this study is to investigate the factors influencing students teachers performance during teaching practice in Ilaje local government area, Edo State.

The specific objectives are to:

1. Determine the influence of students teachers performance during teaching practice.
2. Determine the influence of lack of support by host teacher on student’s teachers performance during teaching practice
3. Determine the influence of students attitude on student’teachers performance during teaching practice.
4. Determine the influence of the attitude of supervisor on student’s teachers performance during teaching practice.

1.5    Research Hypotheses

The following null hypotheses were raised and tested at significant level of 0.05.

Ho₁:Learning environment  has no significant influence on Student’s teachers performance

Ho₂:Lack of support by host teacher has no significant influence on student’s teachers performance

Ho_³:Attitude of teachers has no significant influence on students teacher performance

Ho_⁴:Attitude of supervisor has no significant influence on students teacher performance

1.6   Significance of the Study

The study will be of significance to student teachers, schools authority, tertiary institutions, curriculum planners and scholars/researchers.

Through this study, student teachers would be able to understand various factors influencing them during teaching practice. Through the findings of this study, higher institutions will appreciate the needs for thorough supervision of students‟ teachers during teaching practice.  This will make them to be more dedicated to their duties during the exercise.

The result of this study would enable school authority to be critical in supervising students by marking their lesson notes regularly and guide them in all their school activities. This will enhance the efficiencies of student teachers during the teaching practice.  The outcome of this study will enable tertiary institutions to understand the need to post students teachers to standard schools with good facilities and environment.  This will enable students teachers acquire requisite skills in teaching, teaching principles, teaching techniques and activities of daily school life.Finally, the work will encourage further research in this area.

1.7  Delimitations of the Study

This study is delimited to selected Public schools in Ilaje local government area, Edo State. The study is delimited to teachers and students from the selected public schools in the zone. The study covers factors influencing students teachers performance during teaching practice in Ilaje local government area, Edo State. This decision is based on the understanding that students teachers are fazed with various problems during teaching practice which affect their performance.

THE FACTORS INFLUENCING STUDENT TEACHERS PERFORMANCE DURING TEACHING PRACTICE A CASE STUDY OF ILAJE LOCAL GOVERNMENT AREA OF ONDO STATE

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