Challenges And Qualities Of A Good Teacher

1.3   OBJECTIVES OF THE STUDY

The following are the objectives of this study:

To examine the qualities of a good teacher.

To identify the challenges of teaching profession.

To examine the relationship between teachers and students in Gboko Local Government Area.

1.4   RESEARCH QUESTIONS

What are the qualities of a good teacher?

What are the challenges of teaching profession?

What is the relationship between teachers and students in Gboko Local Government Area?

1.6   SIGNIFICANCE OF THE STUDY

The following are the significance of this study:

The result of this study will educate the general public on the qualities of a good teachers and its influence on the student performance and behaviour.

The findings from this study will form a useful guide for the government and the stakeholders in the education sector on the challenges of teaching profession with a view of finding a sustainable solution.

This research will be a contribution to the body of literature in the area of the effect of personality trait on student’s academic performance, thereby constituting the empirical literature for future research in the subject area.

1.7   SCOPE/LIMITATIONS OF THE STUDY

 This study will cover the attribute of teachers in secondary schools in Gboko local government area. It will cover the qualities of a good teacher and also identify the challenges of teaching profession.

LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

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REFERENCES

 Alton-Lee, A. (2003) “Quality teaching for diverse students in schooling: Best evidence synthesis”, Wellington: Ministry of Education.

 Borich, G.D. (2000) “Observation skills for effective learning”, 4th edit. Prentice Hall, UK

 Gibbs, C.J. (2002). “Effective teaching: exercising self-efficacy and thought control of action” Auckland University of Technology, New Zealand, Annual Conference of the British Educational Research Association Exeter England. [Accessed on 19th Feb. 2010] http://www.leeds.ac.uk/educol/documents/00002390.htm

 Gurney, P. (2007) “Five factors for effective teaching” Journal of Teachers´ Work, Vol. 4, Issue 2, 89-98

 Holt, J. (1964) “How children fail” Nueva York, EUA : Dell

 Killen, R. (2006) “Effective teaching strategies –Lessons for research and practice” 4th edit., Thomson, Social Science Press, UK

 Smith, F. (1995) “Let's declare education a disaster and get on with our lives”. Phi Delta Kappan, 76, 584-590.

 Stronge, J.H., Tucker, P.D. & Hindman, J.L. (2004) “Handbook for qualities of effective teachers” Association for Supervision and Curriculum Development, Alexandria, VA, USA.