Assessment of Teachers‘ Personality and Qualification as Motivating Factors to Students‘ Learning Social Studies
Assessment of Teachers‘ Personality and Qualification as Motivating Factors to Students‘ Learning Social Studies.
ABSTRACT
This study assessed Social Studies Teachers‘ Personality and Qualification and their motivational consequences on the academic performance of Social Studies Students in Colleges of Education in North western Nigeria.
The study was guided by Eight (8) Objectives, Research Questions and Null hypotheses each. Survey research method was adopted as the design of the study.
The entire population of the study consisted of 7,641.Out of which 196 Teachers, 3,762 NCE II and 3,683 NCE III students were sampled for the study.
A questionnaire titled: Assessment of Teachers‘ Personality and Qualification as Motivating factors to Students‘ Learning (ATQQ) was developed by the researcher through which data for the study was subjected to the use of Statistical Package for the Social Sciences (SPSS)
in computing the descriptive statistics of means and standard deviations to answer the research questions and inferential statistics of the independent samples t-test to test the Null hypotheses.
Also, One Way Analysis of Variance (ANOVA) was used in the research in order to test the last two independent samples t-test on gender and different qualifications of the respondents.
TABLE OF CONTENTS
Certification……………………………………………………………………………………………………………… iv
Dedication…………………………………………………………………………………………………………………. v
Acknowledgements……………………………………………………………………………………………………. vi
Abstract………………………………………………………………………………………………………………….. viii
Table of Contents……………………………………………………………………………………………………….. x
List of Tables………………………………………………………………………………………………………….. xiii
List of Figures…………………………………………………………………………………………………………. xiv
List of Appendices……………………………………………………………………………………………………. xv
List of Abbreviations……………………………………………………………………………………………….. xvi
Operational Definitions of Terms…………………………………………………………………………….. xviii
CHAPTER ONE: INTRODUCTION
- Background to the Study…………………………………………………………………………………… 1
- Statement of Problem……………………………………………………………………………………….. 3
- Objectives of the Study……………………………………………………………………………………… 5
- Research Questions…………………………………………………………………………………………… 6
- Null Hypotheses……………………………………………………………………………………………….. 8
- Significance of the Study…………………………………………………………………………………… 9
1.7. Scope of the Study……………………………………………………………………………………………. 9
CHAPTER TWO: REVIEW OF RELATED LITERATURE
- Introduction………………………………………………………………………………………………………… 11
- Theoretical Framework………………………………………………………………………………………… 11
- Theories and Models of Personality……………………………………………………………………. 11
The Freudian Theory of Personality 12
- Myers Briggs Type Indicator (MBTI)………………………………………………………………. 15
- Temperament Theory of Personality- The Four Humours/Humors………………………. 17
- The Five Factor Model of Personality………………………………………………………………. 20
- Theories and Models of Motivation……………………………………………………………………. 23
- Classical Theories of Motivation……………………………………………………………………… 25
- Abraham Maslow‘s Theory of Needs……………………………………………………………. 25
- Frederick Herzberg – Theory of Motivation………………………………………………………. 27
- Douglas MacGregor Theory of Motivation……………………………………………………….. 30
- Social Learning Theory……………………………………………………………………………………. 31
- Albert Bandura Social Learning Theory……………………………………………………………. 32
- F. Skinner Operant Conditioning………………………………………………………………….. 33
- Conceptual Definitions of Social Studies………………………………………………………………. 37
- Objectives of Social Studies in Primary Schools……………………………………………… 38
- Objectives of Social Studies in Post Primary Schools……………………………………… 39
- Scope and the Nature of Social Studies……………………………………………………………….. 40
- History and Justification for the Introduction and Teaching of Social Studies in Nigeria…….41
- Teachers‘ Personality and Students‘ Learning……………………………………………………… 43
- Teachers‘ Qualification and Students‘ Learning of Social Studies………………………….. 44
- Students‘ versus Teachers‘ interaction in Social Studies Classroom management…….. 47
2.3.8. Useful Strategies in Motivating Social studies Teachers and Students……………………. 48
- Review of Related Empirical Studies………………………………………………………………… 49
CHAPTER THREE: RESEARCH METHODOLOGY
- Introduction………………………………………………………………………………………………………… 61
- Research Design…………………………………………………………………………………………………. 61
- Population of the Study……………………………………………………………………………………….. 61
- Sample and Sampling Procedures…………………………………………………………………………. 62
- Instrumentation…………………………………………………………………………………………………… 64
3.5.l Validity of the Instrument………………………………………………………………………………….. 64
3.5.2 Reliability of the Instrument………………………………………………………………………………. 65
- Data Collection Procedure……………………………………………………………………………………. 65
- Statistical Analysis Procedure………………………………………………………………………………. 66
CHAPTER FOUR: DATA PRESENTATION, RESULTS AND DISCUSSIONS
- Introduction………………………………………………………………………………………………………… 67
- Analysis of Participants Profile…………………………………………………………………………….. 67
- Answering the Research Questions……………………………………………………………………….. 68
- Null Hypotheses Testing………………………………………………………………………………………. 74
- Summary of Major Findings…………………………………………………………………………………. 83
- Discussion of Findings…………………………………………………………………………………………. 84
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
- Introduction……………………………………………………………………………………………………. 88
- Summary……………………………………………………………………………………………………………. 88
- Conclusions………………………………………………………………………………………………………… 90
- Contribution to Knowledge……………………………………………………………………………… 91
- Recommendations……………………………………………………………………………………………. 92
- Suggestions for Further Studies………………………………………………………………………… 94
REFERENCES 95
INTRODUCTION
1.1 Background of the Study
In any educational system, a teacher is expected to perform significant roles in changing the behaviour of the learners; that is, he lays the foundations for perpetuating society‘s cultural heritage and energizing human resources towards social progress.
This supports the fact that the teacher is an important variable in not only teaching-learning situation, but also an agent in changing behaviour of the learners.
Onyekuru (2010) puts a teacher‘s personality as a crucial factor in arranging the conditions of the learner‘s environment for effective teaching and no man can be a good teacher unless he has feelings of warm affection towards his pupils with a genuine desire to impart to them what he himself believes to be of value.
A study conducted by United States Agency for International Development (2012) states that teachers contributed about thirty percent (30%) permanent changes in behaviour of student‘s achievement in later life. His knowledge, skills and attitude are instrumental in creating the conditions for learning.
Indeed, it is reasonable to say that teachers and parents have more influence on the future of young people than do the members of other professions.
Ladan (2014) describes a teacher as the initiator of the learning process, the facilitator of learning skills, the coordinator of learning sequence and indeed the pivotal element in the entire education development‘.
REFERENCES
Ezenweani, D. (2010). The motivation of teachers for a new social order: The Nigerian Observer: Lagos, August 23, Pp 4
Gambo, A. H. (2012). Social studies education and socialization process: An unpublished lecture notes: Zaria; ABU.
Iyamu,N.(2009). Social studies education :theory and practice:Ibadan University press
Kadiri, S. O. (2013). The impact of lecturer‘s personality on students learning: A case study of the Department of Business Administration: An unpublished M.Sc Thesis; Zaria: ABU
Kauchak, D. & Eggen, P. (2010). Educational psychology: Windows on classrooms. New Jersey: Prentice Hall.
Khan, P.R. & Abubakar, I.D. (2016) Theories of development and teaching methods in social studies: Zaria; Institute of Education Printing Press ABU.
