TEACHERS’ PROFESSIONAL ETHICS ON STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS

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TEACHERS’ PROFESSIONAL ETHICS ON STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Academic performance of students in any country often depends on the quality of education been giving to the child and how the child has achieved their educational goals. Therefore, when academic performance of student is low, the educational system is said to be low as well Moswela and Gobagoba (2014). Therefore, academic performance can be defined as the end results in teaching and learning, the level at which the learner or the instructor has accomplished their learning aims and objectives. Dimpka (2015), perceived academic performance as the outcome of education, the extent at which a student, the teacher or the institution has achieved their educational set goals. Habitually, from the above definition, the researchers opined that in order to improve the quality of education, quantitative data such as time management, school location, conducive environment, qualified teachers, instructional materials, and infrastructure facilities are expected to be available and accessible in the learning environment. Nonetheless, issues like teachers’ professional disposition, conduct and ethics of teaching profession are often time neglected. Therefore, it is suspected that teachers conduct and ethical inclination has a direct link with students’ academic performance in school and also lack of adherence to professional ethics by teacher may therefore, impact negatively on the students’ learning behaviour. Hence, Jaques (2003) refers lack of adherence to teaching ethics as a violation of the ethical requirements of the teaching profession.

Ethics are standards that make an action right or wrong. It is those standards that influences behaviour and allow individual to make choices. On the other hand, teaching ethics are those standards that help to categorize different values such as integrity, discipline and honesty among others, that is apply in teaching and learning process. To Dienye (2012), teaching ethics are those rules and regulations which guide the conduct of teacher with morality. Dimpka (2015), opined that teaching ethics are organized system of standards for behaviour and practice of members of teaching professions. Operationally, teaching ethics can affect the image of individual’s teacher; image of the school; image of teaching profession and image of the country at large.

Teachers’ professional ethics is concern with the norms, values and principles that should govern the teaching professional conducts. To Anangisye (2011), teachers’ professional ethics is a form of service which requires teacher’s expert in knowledge and specialized skills acquired and maintained through rigorous and continuing study. However, teachers’ professional ethics play a crucial role in educational achievement because teachers are ultimately responsible for translating educational policies and principles into actions based on practice during interaction with the students (Afe, 2001). Similarly, teachers’ professional ethics requires basic management skills and ability to understand the nature of the profession. According to Carrie and Ellen (2003) teachers’ professional ethics include teacher’s knowledge of the subject matter, ability to communicate, emotional stability, good human relationship and interest in the job. Esmaeili et al. (2016) posited that meaningful correlation exist between professional ethics, using evaluation method to ascertain the relationship between university professors and academic progress of students in five subcategories, such like teaching, research, manners, humane relations and organization. Similarly, Fehintola (2014) assert that employment of teachers who are qualified and abreast of their professional demands and practices ensure high academic performance of students as well go a long way to reduce examination malpractice during their classroom examination.

Classroom management in this study involves curtailing learners’ disruptive behaviour such as fighting, noise making, close observation, arrangement of classroom learning materials and response to students who suffer from poor sight, poor reading, poor writing and poor spelling habit (Morse, 2012). Similarly, Nicholas (2007) opined classroom management as the process to incorporate every element of classroom from lesson delivery to classroom environment. Scholar like Umoren (2010) posited that the concept of classroom management is broader than the notion of students control and discipline which include creating organized classroom, establishing expectations, inducing students’ cooperation in learning tasks and dealing with procedural demands of the classroom. In essence Bassey (2012) opined that classroom management shows increased arrangement, reduction of inappropriate and disruptive behaviour, and promotion of students’ responsibility for academic work and improved academic performance of students. Ndiyo (2011), posited that among the factors that influence students’ academic performance is the teacher’s efficiency in classroom management which stands as the most important factors. Furthermore, Baker (2000) also opined that effective management techniques supports and facilitates teaching and learning and in so doing enhances students academic performance.

Operationally, classroom management is the process that includes all teachers’ activities that is expected in the classroom to foster students, academic involvement and cooperation in the classroom management. Nonetheless, despite all studies and remedies to academic performance of secondary school students in public secondary school, thus far, their performance still continued to decline in the areas of their academic performance. Therefore, this study sought to find out the correlation between teachers professional ethics and classroom management towards academic performance of students in public secondary schools in Abia State, Nigeria.

1.2 Statement of the Problem

The quality of education both in teaching and learning depends on the teachers. For the past years, student’s academic performance both internal and external examinations is been used to evaluate the teachers methods of teaching. Thus, effective teacher has been conceptualized as one who produces desirable results in the course of his duty as a teacher. Therefore, the issue of poor academic performance of students in Nigeria has been much concern to all and sundry. The problem has led to a wide acclaim fallen in the standard of education in Abia State in particular and Nigeria at large. Despite government huge investment in public secondary schools, nevertheless, the output is still rate poor when compare with the students’ academic performance in both internal and external examinations. Furthermore, the increase nature of poor academic performance of students in public secondary schools in external examinations like West Africa Examination Council (WAEC), Joint Admissions and Matriculation Board (JAMB), and National Examination Council (NECO), tends to shift the blame to the teachers as not been qualified or as a result of poor examination conductions before or during the classroom management. Based on the above challenges such as irregularity of the teachers in the school, poor attitude towards the students, unqualified teacher and absenteeism of the teachers which has contributed the fast declining on academic performance of students that the problem of this study, therefore, put in a question form is: What is the correlation between teachers professional ethics and classroom management towards academic performance of students in public secondary schools in Abia State.

1.3. Objectives of the Study

1. determine the correlation of teachers’ professional ethics and students’ academic performance in public secondary schools.

2. determine the correlation of classroom management and students’ academic performance in public secondary schools.

1.4 Research Questions

The following research questions guided the study:

1. What is the correlation of teachers’ professional ethics with students’ academic performance in public secondary schools?

2. What is the correlation of classroom management with students’ academic performance in public secondary schools?

1.5 Hypotheses

The following null hypotheses tested at 0.05 levels of significance guided the study:

1. There is no significant different between the correlation of teachers’ professional ethics with students’ academic performance in public secondary schools.

2. There is no significant different between correlation of classroom management with students’ academic performance in public Secondary Schools.

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