TEACHERS VARIABLES AND ATTITUDE TOWARDS COLLABORATIVE RESEARCH AMONG ACADEMIC STAFF
TEACHERS VARIABLES AND ATTITUDE TOWARDS COLLABORATIVE RESEARCH AMONG ACADEMIC STAFF OF COLLEGES OF EDUCATION IN CROSS RIVER STATE, NIGERIA
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Teaching is as old as human existence on earth. In this process, the teacher occupies a very vital position. Ekanem (2016) opined that he is an individual who influences another to acquire experience using available methodology. The teacher must therefore, see himself as an instrument of effecting immediate change in the behaviour of the learners. In order to enable the teacher fulfill his main function which is causing learning to take place in an individual, number of characteristics are expected of him. This is why there is a continuous emphasis in the professionalization of teaching.
In general terms, Ekanem and Ekanem (2013) noted that as a specialist, the teacher must exhibit certain characteristics which foster the learning process. Such characteristics include concern for the welfare of the learners, commitment to the attainment of educational goals, having a sense of humor and ability to maintain a disciplinary disposition Lassa (2019). The teachers variables and attitude towards collaborative research among academic staff.
However, teachers’ variables and attitude are major factors that influences a collaborative research among academic staff in any academic environment including teacher educational training institutions like colleges of education etc.
In brief, collaboration is a process in which individuals work together to improve the total output compared to what they could have accomplished on their own (Kuper & Kapelle, 2012). It is characterized by having a common goal that can be jointly achieved and is both an intentional and communicative activity (Spieβ, 2004).
Furthermore, collaboration “is a coordinated, synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem” (Roshelle & Teasley, 1995, p. 70).
Collaboration is also seen as a “process that facilitates learning by providing practitioners of differentiated abilities opportunities to discuss debate, observe, and share practices” (Greer, 2012, p. 10). Maftoon and Ghafoori (2009) showed that a person’s choice of collaboration partner does not significantly impact the collaboration results: the performance of collaboration itself helps to generate better outcomes.
Along with reflection, collaboration is one of the primary ways to improve teacher professionality (Reh, 2018). Studies have shown that schools with highly collaborative teachers have a better school quality and healthier teachers.
TEACHERS VARIABLES AND ATTITUDE TOWARDS COLLABORATIVE RESEARCH AMONG ACADEMIC STAFF
This is important for education administrators because knowing what teacher attitude influence teaching and academic performance will help the school’s administration make adjustments in order to increase pupil academic performance. This does not necessarily mean that all pupils will benefit, but it will help identify teacher characteristics that are correlated with increasing the school’s overall academic performance.
However, teaching being an activity that has to do with an exhibition of certain variables of a teacher, who is involved in it, makes this subheading necessary. The research refers to teachers’ variables as quality or attributes of a teacher. Maduabun (2012) asserted that one mark of a professional teacher is therefore, the knowledge and application of methods of change, the willingness and ability to change human behaviour. It is worthy to note that there must be a push toward the willingness to change human behaviour. This push comes from professional competence. The teachers variables and attitude towards collaborative research among academic staff.
Eddie (2011) outlined sympathy, care, patience, orderliness to learn and ability to set good example as the qualities of a teacher outside the professional attributes. Ekanem (2013) added hard worth honesty, justices and fairness, self-confidence, dedication good example and resourcefulness. For the purpose of this, attitude of teachers and teachers experiences are considered. Teaching effectiveness manifest when a teacher exhibits some skills while imparting knowledge to the learners.
In other hand, attitude as a concept is concerned with an individual way of thinking, acting and behaving. It has very serials implications for the learners, the teacher, the immediate social group with which the individual learner relates and the entire school system. Attitudes are formed as a result of some kind of learning experiences. They may also be learned simply by following the example or opinion of parent, teacher or friend. This is mimicry or limitation, which also has a part to play in the teaching and learning salutation.
In this respect, the learner draws from his teachers’ disposition to form his own attitude which may likely affect his learning outcome. In his observational theory, Banalura (2001) demonstrated that behaviours are acquired by watering another (the model, teacher, parents, mentor) that perform the behaviour. The model displays it and the learner observes and tries to imitate it, teachers are invariably, role models whose behaviours are easily copied by students.
What teachers like or dislike appreciate and how they feel about their teaching could have a significant effect on their students. Teachers attitudes are influenced by their culture and belief system in effective teaching processes, an opportunity is created whereby the teacher can talk to the student directly or in small groups.
Eggen and Kauchak (2011), observed that the teachers’ positive attitude are fundamental to effective teaching. The identified a number of teachers’ attitude that will facilitate a caring and supportive classroom environment; they are enthusiasm, caring, firm, democratic practices to promote students’ responsibility and use of time for lesson effectively.
This was why this study was carried out to determine teachers’ variables and attitude towards collaborative research among academic staff of colleges of education in cross river state, Nigeria.
1.2 Statement of the Problem
Research collaboration has wide-reaching benefits beyond merely strengthening the curriculum and driving departmental output in colleges of education in Nigeria and the world at large. It requires a positive research culture to succeed. It has been observed that, fostering a positive research culture requires costly critical infrastructure and a carefully planned research strategy, which can be difficult to implement. However, it has been argued that it is vital to ensure researchers maintain autonomy to choose their collaborations, rather than simply being persuaded to collaborate without the necessary complementary interests in research.
Furthermore, among the many problems facing the educational system in Nigerian is the poor quality and quantity of professional teachers. A personnel audit carried out by the National Education Commission in (2012) suggested that there was a short fall in the supply of qualified teachers of both the primary and secondary level to the tune of 22% and 8% respectively (Nwideeduh 2013).
The above trend results in recruiting individuals with little or no qualified characteristics into teaching profession. Joshua (2019) and Akiabote (2017) has examined not only on the effectiveness and efficiency of the teachers but also the willingness and readiness of the learners to imbibe the knowledge, skill and precepts taught by such teachers.
Lack of professionalism among most of the teachers had resulted in a display of behaviour that discourages the students from learning under them. These days, most teachers exhibits poor teacher students relationship, leadership, lateness and absenteeism from work.
Lack of mastery of the subject matter etc. has been observed by Isyoku (2016), as being the cause of poor academic performance among students such attitude may be held responsible for the readiness of the students to learn under such teachers. Hence, lack of academic discipline among the students.
Based on the above observation, this study carried out to address the question; does the teachers’ variables and attitude influences the collaborative research among academic staff of colleges of education in cross river state, Nigeria?
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