TEACHERS ATTITUDE TOWARDS THE TEACHING OF ECONOMICS IN SECONDARY SCHOOLS

TEACHERS ATTITUDE TOWARDS THE TEACHING OF ECONOMICS IN SECONDARY SCHOOLS

TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgements

Abstract

Table of Contents

CHAPTER ONE: INTRODUCTION

1.1    Background to the Study

1.2    Statement of the Problem

1.3 Purpose of the Study

1.4    Research Questions

1.5 Significance of the Study

1.6    Delimitation of the Study

1.7    Limitation of the Study

1.8    Definition of Terms

CHAPTER TWO: REVIEW OF RELATED LITERATURE

CHAPTER THREE: RESEARCH METHODS

3.1    Area of the Study

3.2    Research Design

3.3    Population of the Study

3.4    Sample and sampling Technique

3.5    Instrument for Data Collection

3.6    Validation of the Instrument

3.7        Reliability of the Instrument

3.8    Administration of the Instrument

3.9    Scoring of the Instrument

3.10  Method of Data Analysis

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1    Data Analysis

4.2    Discussion of Findings

CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION

5.1    Summary

5.2    Recommendations

5.3    Conclusion

5.4    Suggestions for Further Study

References

Appendix

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Economics is one of the important subjects taught in the secondary schools. The subject is important both to students and the society at large because it cuts across all spheres of human endeavour, as it can be seen in its simpler definition by Professor Lord Robin (19). Moreover, Robin defines Economics as a social science that studies human behaviour as a relationship between ends, scarce means which have alternative uses. In fact, Economics is associated with scarcity and choice. Then, any teacher teaching the subject has to use a favourable attitude so as to drive the objectives of the lesson home.

The task of teaching at secondary school level is so demanding and a student learning in and out of the classroom is directly under the guidance of the teacher. In most cases, student’s learning and performance in school is determined by the attitude which teacher exhibit towards his or her jobs Flaunders (2020).

Furthermore, attitude as defined by Ukpong (2020) refers to a state of personal life or action which may be exhibited overtly by actual choice. According to the author, attitude is classified into two; positive and negative. Positive attitude refers to favourable mental disposition which is directed to a target stimulus. It prepares one’s mind and gives one the will power towards responding to a target stimulus.

TEACHERS ATTITUDE TOWARDS THE TEACHING OF ECONOMICS IN SECONDARY SCHOOLS

Negative attitude on the other hand produces a dislike and aversion for the stimulus in question. For example, a teacher who enjoys good working relations and fair treatment at school is bound to develop positive attitude to work and students will follow same. This attitude may lead to effective teaching and improved performance of students and attainment of educational goals.

In this paper, teachers’ attitude to work is examined in three dimensions, thus: teachers’ commitment, teachers’ punctuality to school and teacher-students interaction. Isangedighi (2018) postulated that the classroom teacher is the sole manager of the teaching and learning process in a school.

The teacher is thus responsible for the outcome of students’ learning. If a teacher must discharge his/her function effectively, he/she must be committed to his/her work of teaching. It is therefore obligatory for teachers to ensure that students acquire desirable knowledge, values, ideas, concepts, principles and skills necessary for the overall growth, development and academic performance. Thus, the execution of such obligations according to Isangedighi (2018) is expressed in his/her teaching behaviour and seriousness with which he/she handles the instructions.

On the other hand, teaching is an attempt to help someone acquire or change some skills, attitudes, knowledge and ideas or appreciation. In other words, the teacher is to influence desirable changes in behaviour or the tendencies towards behaviour in the learners. Therefore, this implies that, success in teaching is measured by the degree to which the teacher is able to achieve the desired learning in his/her students. To achieve this objective, the teacher must know how to bring about such learning. Thus, the teacher must know how to select the contents and methods to use (Starr, 2021).

Okeke (2022) pointed out that teaching is a complex and demanding profession, as such a teacher is required to have a higher professionalism because of rapidly changing circumstances in our society. With this profession, the attitude of teachers towards teaching should be seen as a very important issue. Teachers attitude towards the teaching of economics in secondary schools. 

Since the attitude can reflect in the learning outcome of the students, because every student sees the teacher as a role model, so the attitude put-up should not be in a negative aspect rather a positive one which will aid in achieving the educational goals. Since teachers attitude is necessary in any education setting. Therefore, this study seeks to examine examine teachers attitude towards the teaching of economics in secondary schools.

1.2 Statement of the Problem

Most teachers fail to realize that they are very vital in educational effectiveness at the classroom instructional level. How they teach, behave and interact with students in the classroom or during teaching are more vital than what they teach.

It is very clear that teacher’s way of thinking and attitude such as commitment to duty, punctuality to school as well as their relationship with the learners determines his/her behaviour and decision inside and outside the classroom (Okpala, 2016).

The teacher’s attitude has various roles to play in the process of teaching/learning most especially in the teaching of Economics. In view of this, the study tends to examine examine teachers attitude towards the teaching of economics in secondary schools.

1.3 Purpose of the Study

The general objective of the study was to examine teachers attitude towards the teaching of economics in secondary schools. Specifically, the purpose of the study are:

1. To find out how teacher’s commitment to duty influence the teaching of Economics in secondary schools.
2. To examine how teacher’s punctuality to school influence the teaching of Economics in secondary schools.
3. To find out how teacher-students relationship influence the teaching of Economics in secondary schools.

1.4    Research Questions

The following research questions were formulated to guide in the study:

1. To what extent does teacher’s commitment to duty influence the teaching of Economics in secondary schools?
2. How does teacher’s punctuality to school influence the teaching of Economics in secondary schools?
3. To what extent does teacher-students relationship influence the teaching of Economics in secondary schools?

1.5    Significance of the Study

The study is the current interest since functional education depends largely on effective and efficient instruction given by teachers who are at the centre of implementing the school curriculum and educational policies. The research on the issue will;

• Firstly, enlighten educational administrators to appreciate the need to make available the necessary materials, examples: chalkboard, graphs, audio-visual materials etc that will enhance effective teaching and learning of Economics if they are not available. Teachers attitude towards the teaching of economics in secondary schools. 
• Also aids our educational administrators to see the need to have qualified Economics.

• In addition, help government and the society as a whole to have a deeper understanding of teacher’s attitude towards teaching as a profession.
• Further help institutions of teacher training to inculcate into the teachers positive attitude towards teaching as their profession.
• Lastly, will be helpful to learners for through this they will be able to identify the factors militating against the proper teaching and learning of Economics.

Definition of Terms

Teacher: This is a paid agent whose job is to transfer knowledge to learners in the society.

Teaching: In brief, this is an attempt to help someone acquire or change some skills, attitudes, knowledge, ideas or appreciation.

Attitude: This is a state of personal life of action which may be exhibited overtly by actual choice.

Teacher’s Attitude: In brief, this is the teacher’s conceptions, feeling and behaviourable tendencies towards the subject he/she is teaching. It includes the attitude towards the teaching/learning and useful of the study.

Economics: This is the science which studies human behaviour as a relationship between ends and scarce means which have alternative uses.   

Conclusion

Teachers’ attitude plays a significant role in the teaching and learning of Economics in the secondary schools. The learning of Economics depends greatly on the way it is presented to the students. Teachers’ attitude towards teaching and learning of Economics has a significant impact in shaping the attitude of students towards learning of Economics. Teachers attitude towards the teaching of economics in secondary schools. 

Students’ positive attitude can be enhanced by the teacher positive attitude towards the teaching of Economics and this can be done through teachers’ helpful behaviour, teachers’ commitment, resourcefulness, enthusiasms, good method of presentation, teacher’s punctuality to school, concern for students and teachers’ knowledge of the subject matter.

However, based on the findings of the study, it was concluded that the attitude which teachers exhibit in school towards their work can affect students’ attitude towards their studies, thereby influencing their performance either negatively or positively.

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