Volume 15
PERCEIVED INFLUENCE OF TEACHERS' PROFESSIONALISM ON PUPILS' ACADEMIC ACHIEVEMENT IN MORO LOCAL GOVERNMENT AREA OF KWARA STATE
KOLAWOLE, Segun, BAMIDELE, Ifelayo Esther, AGBANA, Oluwafemi David & OGUNDELE, Helen Feyisayo
Abstract
Academic achievement at the elementary level forms the foundation for future educational success, and teachers remain a critical determinant of pupils' learning outcomes and academic achievements. In recent years, concerns have emerged regarding the declining academic performance of pupils in primary schools across Moro Local Government, Kwara State. Thus, this study investigated the perceived influence of teachers' professionalism on pupils' academic achievement in Moro LGA, Kwara State. One research question was raised, and one null hypothesis was formulated for the study. A descriptive survey research design was adopted, and the population consisted of all public primary school teachers in the Moro local government area. A simple random sampling technique was used to select 100 primary school teachers as respondents within the study area. The instrument used for data collection was a researcher-structured questionnaire. The instrument was validated, and a reliability of 0.85 was obtained using PPMC. The research question was answered using the mean and standard deviation while the hypothesis was analyzed with an independent sample t-test. The findings revealed that the perceived
The influence of teachers' professionalism on pupils' academic achievement was positive with a weighted mean of 3.20, among others. The study concluded that teachers' professionalism plays a pivotal role in enhancing pupils' academic achievements in Moro LGA, and stakeholders must prioritize policies that foster ongoing professional development for teachers. The study recommended that teachers should be encouraged and supported to participate in professional development programs to update their knowledge and enhance their teaching and learning. Teachers' motivation and job satisfaction should be enhanced through digital technology, better remuneration, and a conducive working environment to promote professionalism.
Keywords
Teachers Professionalism, Pupils, and Academic Achievement
Full Text
Download
References
Abdallah, A., & Alkaabi, A. M. (2023). Role of teachers in reinforcing students' cultural and heritage awareness at Abu Dhabi schools to meet global challenges. Cogent Social Sciences, 9(1), Article2194734.
https://doi.org/10.1080/23311886.2023.2194734
Ahmad, N., Rashid, S., & Ali, Z. (2023). Investigating primary school teachers' perceptions about professional
development and its impact on students achievement. Journal of Social Sciences Review, 3(1), 809-
823.
Canuto, P.P., Choycawen, M., & Pagdawan, R. (2024). The influence of teaching competencies on teachers' performance and students' academic achievement in primary science education. –Problems of Education in the 21 st Century, 82(1), 29 47. https://doi.org/10.33225/pec/24.82.29
Carr, R. C., Jenkins, J. M., Watts, T. W., Peisner-Feinberg, E. S., & Dodge, K. A. (2024). Investigating if
high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill
development in North Carolina. Child development, 95(4), 1200-1217.
Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. (2019). Teacher
pedagogical content knowledge, practice, and student achievement. International Journal of Science
Education, 41(7), 944-963.
Jimenez, A., & Menendez Alvarez-Hevia, D. (2021). Perceptions of primary school students
toward learning about science: Thecase of Spain. Education 3- 13, 50 (8), 1046–1058.https://doi.org/10.1080/03004279.2021.1929381
Karlen, Y., Hertel, S., & Hirt, C. N. (2020). Teachers' professional competencies in self-regulated learning: An
approach to integrate teachers' competences as self-regulated learners and as agents of self-regulated
learning in a holistic manner. In Frontiers in Education 5, 159-167.
Lesmana, T. (2023). Enhancing Teacher Professionalism Through Training and Development Programs: A
Quantitative Study in West Java, Indonesia. Eastasouth Proceeding of Interdisciplinary Research,
1(01), 92-103.
Lukeman, A.H., Ajayi, O.A. & Obafemi, K.E. (2022). Effect of concrete representational–abstract on pupils
academic performance in numeracy in Moro local government area, Kwara State, Nigeria. Ife journal of
theory and research in education (IJOTRE). Vol. 23. 127-136.
Papadakis, S., Vaiopoulou, J., Sifaki, E., Stamovlasis, D., & Kalogiannakis, M. (2021). Attitudes towards the use
of educational robotics: Exploring pre-service and in-service early childhood teacher proles.
Education Sciences, 11(5), 204.
Saadu, U. T., Tosin, S. H., & Segun, K. (2024). Perceived inuence of parental involvement on pupils academic achievement in irepodun local government area of kwara state. KWASU International Journal of
Education (KIJE), 7(1), 118-206.
KOLAWOLE, Segun, BAMIDELE, Ifelayo Esther, AGBANA, Oluwafemi David, OGUNDELE, Helen Feyisayo (307-315)
315
UNICEF. UNICEF for every child. (UNICEF 2022). Nutrition's lifelong impact. https://www.unicef.org/nutrition/index_lifelong-impact. html.
Vrazhnova, M. N., Anastasov, M. S., & Nikiporets-Takigawa, G. Y. (2021). Impact of professional self-
improvement on the effectiveness of teachers in distance education. Revista Tempos e Espaços em
Educação, 14(33), e16159-e16159.