TEACHER’S PERSONALITY TRAITS AND ACADEMIC PERFORMANCE IN ECONOMICS AMONG SECONDARY SCHOOL STUDENTS
TEACHER’S PERSONALITY TRAITS AND ACADEMIC PERFORMANCE IN ECONOMICS AMONG SECONDARY SCHOOL STUDENTS
TABLE OF CONTENTS
Cover page
Certification
Dedication
Acknowledgements
Abstract
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 Research Hypotheses
1.6 Significance of the Study
1.7 Delimitation of the Study
1.8 Limitation of the study
1.9 Operational Definition of Terms
CHAPTER TWO –REVIEW OF RELATED LITERATURE
CHAPTER THREE – RESEARCH METHOD
3.1 Research design
3.2 The Study Area
3.3 Population of the Study
3.4 Sample and Sampling Technique
3.5 Instrument for Data Collection
3.6 Method of Data Collection
3.7 Method for Data Analysis
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Presentation of the Results
4.2 Discussion of Findings
CHAPTER FIVE – SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations
5.3 Conclusion
References
Appendixes
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Personality is a dynamic and organized set of characteristics possessed by a person that uniquely influences their environment, cognitions, emotions, motivations, and behaviors in various situations. Personality also refers to the pattern of thoughts, feelings, social adjustments, and behaviors consistently exhibited over time that strongly influences one’s expectations, self-perceptions, values, and attitudes. It also predicts human reactions to other people, problems, and stress (Gordon, 2023).
Umoren and Ogbodo (2021) pointed out that emotional stability is one of the needed competences of the teacher. They emphasized that teachers should be emotionally stable in order to change the students under their control. This leads to the question of the personality of the teacher.
TEACHER’S PERSONALITY TRAITS AND ACADEMIC PERFORMANCE IN ECONOMICS AMONG SECONDARY SCHOOL STUDENTS
In brief, personality is the projection of us to others. Indeed, it helps teachers to become sensitive to children’s needs and give them the knowledge and skills required to create caring and wholesome learning environment. However, personality according to Farrant (2014), is the product of a great many characteristics or traits. It encompasses the stability of the psychological made up of the individual. In addition, it is the sum total of the general characteristics which distinguishes an individual from every other person. Dunn (2020) reveals that the teaching requires a lot from teachers in terms of their personality, in order for meaningful learning to take place in their students.
Facilitative teachers would therefore be less protective of their constructs and beliefs than other teachers; more able to listen to learners, especially to their feelings, including paying much attention to their relationship with learners as to the content of the subject. Apt to accept feedback, both positive and negative and to use it as a constructive insight into themselves and their behaviour in the area of personality.
Levin (2023) stated that there is lack of studies that examine a person’s individual personality styles and how it may have affected another person’s success. This therefore raises the issue of whether or not the teachers’ personality traits may have effect on students’ academic achievement.
Although a direct relationship between school success and personality traits have been extensively studied alongside intelligence, the results are not as straight-forward as they are for that of the relationship between intelligence and academic achievement (Laidra and Allik, 2016).
Furthermore, research reports on the effect of gender disparity and students’ academic achievement are conflicting and inconclusive. Studies by Yilwa and Olarinoye (2014) and Ekeh (2014) showed that males perform significantly better than female counterpart especially in science and science related fields.
In addition, Galadima (2003) showed female superiority over their male counterparts in science, technology and mathematics courses. Other studies such as Okeke (2023) and Aryibi (2024) indicate a non-significant difference in the academic achievement of male and female students in science. Thus, the issue of gender and performance in science is yet to be concluded. Hence, this study seeks to determine the effect of students’ gender on their performance considering physics teachers with high and/or low personality profile.
Without a doubt, research over time has revealed that personality traits are indicators and general predictors of job performance across a varied range of jobs. Moreover, in the teaching-learning sphere, it has been established by research that the teacher makes a permanent effect on the personality and memory of their students by reflecting his own personality in teaching (Wheeler, 2021; Ozel, 2017; Spanjaard, 2019).
Despite these breakthroughs, government and employers in the field of education are yet to give adequate consideration to teachers’ personality traits, as a factor that can determine teachers’ effectiveness, and their students’ academic performance. It is therefore on this premise, that this study was designed to investigate if any relationship exists between teachers’ personality profile and students’ academic performance in physics.
However, there has been an increasing interest in the big five personality traits and the role they play as regards academic performance of students.
Of particular interest is the role that these traits play in the academic performance of students. These traits, popularly known as the ‘Big Five’ include conscientiousness, agreeableness, openness to experience, extroversion and locus of control. The acronym CAOEL is used to describe them. Teacher’s personality traits and academic performance in economics among secondary school students.
These personality traits affect academic performance in students, either positively or negatively. And so parents, educationists, psychologists, counselors, are all worried at the rate of decline of academic standard. The acronym CAOEL denotes the traits: conscientiousness, agreeableness, openness, extroversion and locus of control to experience King, (2015).
Conscientiousness are those traits which shows a teacher who is self-disciplined, careful, thorough, organized and determined; agreeableness describes one who is sympathetic, trusting and cooperative. Such teachers work with students easily with little or no friction. It will be on this background that the researcher is therefore motivated to examine teacher’s personality traits and academic performance in economics among secondary school students.
1.2 Statement of the Problem
The problem of underachievement has assumed a worrisome dimension in the Nigerian educational system. Desperate to make it anyhow, students have devised various illegal means to succeed in examinations, even when they are not academically competent.
Undeniably, examination malpractice has risen steadily to become a seemingly monster. In fact, it is increasingly becoming difficult to equate competence of people with supposed academic performance as represented in their certificates. Many candidates are unable to defend the result they supposedly acquired honorably. And of course this has consistently led to inability to compete effectively in the job market which has become a serious issue.
Several factors have been researched into in the past as to the cause of this social malaise, but there seem to be indications that some hidden factors may be responsible that needs unraveling. This desire to see this problem curbed gave rise to this study and the researchers’ aim is to see if there is a way in which the teacher’s personality traits can help. Especially, from the perspective of the analytical and scientific approach of measurement and evaluation. This study is therefore will aim at an examination of teacher’s personality traits and academic performance in economics among secondary school students.
1.3 Purpose of the Study
This study aimed to investigate teacher’s personality traits and academic performance in economics among secondary school students. Specifically, the study intends to:
- investigate the influence of conscientiousness personality trait on the academic performance in Economics among students in secondary schools.
- investigate the influence of agreeableness personality trait on academic performance in Economics among students in secondary schools.
1.4 Research Questions
The following research questions will be stated to guide the study:
- To what extent does conscientiousness personality trait influence the academic performance in Economics among students in secondary schools?
- To what extent does agreeableness personality trait influence academic performance in Economics among students in secondary schools?
1.5 Research Hypotheses
The following research hypotheses will be formulated to guide the study:
- There is no significant influence of conscientiousness personality trait on academic performance in Economics among secondary school students
- There is no significant influence of agreeableness personality trait on academic performance in Economics among secondary school students
1.6 Significance of the Study
The findings of this study shall be of immense significance to the following: educational stakeholders, teachers, students and future researchers.
- Firstly, this study will educate the stakeholders in the education sector on how the individual personality traits of teachers can influence their students’ academic performance.
- To the school administrators, the findings of this study will guide them in method of recruiting teachers as well as effective supervision and monitoring of teaching and learning in schools.
- This study will also enlighten the teachers on different types of their personality traits and how these traits can influence academic performance of students in secondary schools. Teacher’s personality traits and academic performance in economics among secondary school students.
- It will create awareness on the need to be effective in their teaching and be supportive to students in order to achieve increased achievement in examinations.
- Furthermore, to the students it may enlighten them on the need to adopt good learning styles that will assist them to learn effectively irrespective of their teacher’s personality traits.
- Lastly, it will be a contribution to the body of literature in the area of the effect of teachers’ personality trait on student’s academic performance. Thereby constituting the empirical literature for future research in the subject area.
Definition of Terms
Personality: In brief, this refers to the combination of characteristics or qualities that form an individual’s distinctive character.
Academic Performance: Is the outcome of education; the extent to which a student has achieved their educational goals
Trait: In brief, this refers to a distinguishing quality or characteristic, typically one belonging to a person.
Personality Trait: These are the characteristics that teachers have individually possessed which include conscientiousness and agreeableness as will be used in this study.
Conscientiousness teacher’s trait: This is the personality trait of being careful, vigilant, efficient and organized.
Agreeableness teacher’s trait: This is a teacher’s trait manifesting itself in individual behavioural characteristics that are perceived as kind, sympathetic, cooperative, warm and considerate.
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