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The Influence Of Teachers’ Professional Development On Students’ Academic Performances
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A Professional teaching qualification does not make you a professional,
in the true sense of the world. Belonging to a particular profession
does not automatically guarantee that the service you provide is a
professional one. Hence teaching as a professional is a hard thing to do
because it encompasses many roles to be done well. Higher status and
recognition arise in educational standard. Since teachers are the key
determinants of educational standard, the improvement in the conduct and
condition of teachers will translate into high student’s performances
in the country. Given that teaching is the mother of all other
professions, an improvement in the profile of teachers and the
profession will have a multiplier effect in form of better students’
educational performances. It is the recount of numerous highs and lows
the teachers have in his teaching career. There days when great success
is achieved and days when he had little or no success in his teaching.
Teacher experiences refer to all the work activities from where teacher
gathered the knowledge, opinions and skills.
2.3 Teacher professional development
According
to Elsevier (2010), the professional development of teachers is studied
and presented in the relevant literature in many different ways. But
always sat the core of such endeavors is the understanding that
professional development is about teachers learning, learning how to
learn, and transforming their knowledge into practice for the benefit of
their students’ growth. Teacher professional learning is a complex
process, which requires cognitive and emotional involvement of teachers
individually and collectively, the capacity and willingness to examine
where each one stands in terms of convictions and beliefs and the
perusal and enactment of appropriate alternatives for improvement or
change.
All this occurs in particular educational policy
environments or school cultures, some of which are more appropriate and
conducive to learning than others. The instruments used to trigger
development also depend on the objectives and needs of teachers as well
as of their students. Thus formal structures such as courses and
workshops may serve some purposes, while involvement in the production
of curricula, the discussion of assessment data or the sharing of
strategies may serve other purposes. Not every form of professional
development, even those with the greatest evidence of positive impact,
is of itself relevant to all teachers. There is thus a constant need to
study experiment discuss and reflect in dealing with teacher
professional development on the interacting links and influences of the
history and traditions of groups of teachers the educational needs of
their student populations the expectations of their education systems
teachers’ working conditions and the opportunities to learn that are
open to them. During the past ten years a large number of articles
published in Teaching and Teacher Education have reported on research
and interventions designed for teachers, with teachers and by teacher
saimed at their professional learning, with an eye on their impact on
teacher and students' changes.
2.4 Briefly Method of teaching
Method
of teaching is a set of patterns of interaction either between the
teacher and learner or between learner and learning experience intended
to change the learner’s behavior. They are also regarded as ways of
doing things. Teaching method is referred to as the orderly systems by
which teacher perform his teaching. A teaching method comprises the
principles and methods used for instruction to be implemented by
teachers to achieve the desired learning in students. These strategies
are determined partly on subject matter to be taught and partly by the
nature of the learner. On the other hand, the term teaching method
refers to the generally principles, pedagogy and management strategies
used for classroom instruction. Your choice of teaching method depends
on what fit you, your educational philosophy, classroom demographic,
subject areas and school mission statement. Teaching theories primarily
fall into two categories or approaches teacher-centered and
student-centered.
Davis (1997) suggests that the design and
selection of teaching methods must take into account not only the nature
of the subject matter but also how students learn. In today’s school
the trend is that it encourages a lot of creativity. It is a known fact
that human advancement comes through reasoning. This reasoning and
original thought enhances creativity. The approaches for teaching can be
broadly classified into teacher centered and student centered. In
Teacher-Centered Approach to Learning, Teachers are the main authority
figure in this model. Students are viewed as “empty vessels†whose
primary role is to passively receive information (via lectures and
direct instruction) with an end goal of testing and assessment.
It
is the primary role of teachers to pass knowledge and information onto
their students. In this model, teaching and assessment are viewed as two
separate entities. Student learning is measured through objectively
scored tests and assessments. In Student-Centered Approach to Learning,
while teachers are an authority figure in this model, teachers and
students play an equally active role in the learning process. The
teacher’s primary role is to coach and facilitate student learning and
overall comprehension of material. Student learning is measured through
both formal and informal forms of assessment, including group projects,
student portfolios, and class participation. Teaching and assessments
are connected; student learning is continuously measured during teacher
instruction. Commonly used teaching methods may include class
participation, demonstration, recitation, memorization, or combinations
of these
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ABSRACT - [ Total Page(s): 1 ]ABSTRACTThis work focused on Influence of Teachers’ Professional Development on Students’ Academic Performance in Ijumu secondary schools, Kogi State.The study was a descriptive a survey of correlation type. Two set of instruments were designed to collect data. The first instrument was titled: “Teacher’s Profession Questionnaire (TPQ) and “Students’ Academic Performance†(SAP). The target population for this study consist 15 secondary school in ijumu ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 3 ]SECTION APersonal Information(Please tick where appropriate)1. Name of school ____________________________________________ 2. Sex Male ( ) Female ( )3. Marital status: single ( ) married ( ) 4. Age: 26-30( ) 31-35( ) 36-40 ( )41-45 ( ) 46-50 ( )51 and above ( )5. Position Held: H O D( )Subject teacher ( ),Class teacher ( ), Supervisor( )6. Years of experience in teaching (0-5 years) (5-10 years) (11-15 ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]INTRODUCTION1.1 Background to the studyThe fact remains that education is the major reliable and portent for attainable growth and development in facets of human society. It is perhaps against this background that past and current education reforms in Nigeria emphasized the need to provide for every citizen. Nigeria as a developing nation seeking to become an active participant as well as a key play in the global community. Certainly must put in place, effective education system powered by ... Continue reading---
CHAPTER THREE - [ Total Page(s): 2 ]CHAPTER THREE3.0 RESEARCH METHODLOGY This chapter describes the methods to elicit necessary information from the respondents and collect the appropriate data for testing the hypotheses. The presentation is organized under the following sub-heading:Research Design;Population of the study Sample and Sampling TechniquesResearch InstrumentsValidity and Reliability of the InstrumentsProcedure for Data Collection Method of Data Analysis3.1 Research Design This is ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 6 ]Hypotheses testing There are one main and four operational hypotheses set to guide the study. Pearson product-moment correlation statistic was used to test all the hypotheses at 0.05 of significance level.Main hypothesisHo: There is no significance relationship between teacher profession development and students’ academic performances in secondary schools in Kogi stateTable 7 shows that the p-value (0.003) is less than the significance level (0.05) for 292 degree of freedom. Therefo ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 3 ]DiscussionThis section gives detailed explanation of the findings from the hypotheses tested. The result of the hypothesis which stated that there isno significant relationship between teacher profession and students’ academic performance in Ijumu secondary schools, Kogi state shows that there is low, positive significant relationship between teacher’s profession and students’ academic performance in IjumuSecondary Schools, Kogi state. The result is in line with the opinion ... Continue reading---
