CHAPTER 1

INTRODUCTION

1.1 Background Of Study:

Physics is the study of matter, energy, and the interactions between them. Physics asks
fundamental questions and tries to answer them by observing and experimenting. Physicists
attempt to describe the interaction with the most fundamental and general law or principle
possible. Physics aims to understand how nature works by applying scientific methodologies
and to understand the most fundamental principles of nature: matter and energy and how they
interact. It was as a result of the recognition given to physics in the development of the
individual and the nation that it was made a core subject among the natural sciences and other
science-related courses in the Nigerian education system. Its inclusion as a core subject in
science in secondary schools calls for the need to teach it effectively. This is because effective
science teaching can lead to the attainment of scientific and technological greatness. Physics
teaching can be result-oriented when students are willing to learn, teachers are favorably
disposed to teach, and learning is made enjoyable for students. With the current increase in
scientific knowledge all over the world, much demand is placed on the teacher, and emphasis is
laid on their role. The educational analysis carried out in Nigeria by the National Economic
Empowerment and Development Strategy (NEEDS, 2005) indicated that more than forty-nine
percent (49%) of the teachers in Nigeria are unqualified. This revealed the quality of teachers
teaching various school subjects in our secondary schools, and physics teachers would probably
be among the said forty-nine percent.

Teacher’s qualification (TQ), teacher’s gender (TG), and teacher’s years of experience may be
responsible for the downward trend in achievement observed in the biology results of students.
The achievement of students in biology is reported to be heavily influenced by their teachers’
years of experience. Relative to Physics, numerous characteristics can influence the students'
performance either positively or negatively. Physics is known for strengthening quantitative
reasoning and problem-solving skills, which are very valuable to a student and go beyond its
original branch. So every single topic must be taught with great integrity. Nigerian schools at
some level are not as advanced and developed as schools outside the country due to a lack of
certain types of equipment. The former president of NAS, Prof. Ekanem Braided disclosed this
issue at the NAS Gold Medal Prize Award and asked for government assistance on this
significant problem. Taking this into perspective, the teacher should at least make up for
competence and ideas when it comes to teaching. Topics like waves, projectiles, and magnetic
fields cannot be practiced in secondary schools. Therefore, it falls on the teacher to explain
these complex topics and if the teacher lacks in aspects like qualifications and experience. It can
cause less cooperation and understanding from the students. Kile (2013) defined teaching
experience as all activities undertaken by the teacher in his pre-and post-teacher training
exercises. It includes participation in professional development activities geared towards
equipping the teacher for better service delivery. This aspect of teacher characteristics has not
been given adequate attention because it is a general belief that anyone who can talk
convincingly will do well as a teacher, regardless of whether he or she has experience in
pedagogy. However, Omotayo (2019) found a positive correlation between teachers'
experiences and students’ learning outcomes. Imogie and Johnson (2018) identified some areas
of teacher experience, such as pedagogical studies, content studies, instructional technology,
and post-teaching training, among others. Recent studies show that a teacher with both
content knowledge and instructional ability achieves a higher percentage of students’ learning
outcomes than teachers without such experience. Some researchers works include the
following : Cohen(2020) has examined the interplay between teacher preparation, content
knowledge, and instructional quality. Loeb's(2020) recent studies focus on teacher
effectiveness, professional development, and instructional quality.

Another factor that affects students’ academic achievement is the teacher’s gender. In his
contribution, Cochran (2017) claimed that teachers are among the most, if not the most,
significant factors in children’s learning. The question is, "What aspects of the teacher exactly
have meaning concerning the student’s learning outcome?' Aelterman (2007) claimed that, so
far, clear differences exist between male and female teachers. On the other hand, Li (2009)
found that teaching is imbued with gender. How and to what extent a teacher’s gender can
affect the student’s learning process will also depend on a series of relationships, which may
include a student’s age, cultural characteristics, and other social conditions that vary from
culture to culture. Studies have shown that students’ motivational orientations typically change
with age (Cochran, 2017). In the early primary grades, teachers would likely be the targets of
students’ emotional projections. During adolescence, however, students are likely to distance
themselves from teachers and other adults, that is, their parents inclusive. The influence of a
teacher’s gender can therefore develop differently in secondary school (16–19-year-olds) than
it does in primary school (6–12-year-olds). This is known as gender disparity in education.

Primary schools are more likely to employ more female teachers than secondary schools.
Women are expected to take care of little children and teenagers (which are mostly in
secondary schools) tend to distance themselves from such care. This is because they want to fit
in with friends and trends. While men are expected to give discipline, and punishment to
misbehaving teens.

1.2 Statement of the Problem:

In Nigeria, physics education plays a vital role in preparing students for careers in science,
technology, engineering, and mathematics (STEM) fields. However, despite the importance of
physics as a foundational subject, there are persistent challenges facing students' academic
performance in the subject. One of the key factors influencing students' achievement in physics
is the characteristics of their teachers. Despite the crucial role that teachers play in shaping
students' learning experiences and outcomes, there is limited research examining how specific
characteristics of physics teachers impact student performance in Port Harcourt Local
Government Area. Therefore, it is imperative to investigate the relationship between teachers'
characteristics and students' performance in physics within the Nigerian educational context.

1.3 Purpose of the Study:

The purpose of this study was to investigate the influence of teacher characteristics on physics
students' performance in secondary schools in Port Harcourt's local government Area.

Specifically, the study sought to:

1. Examine the influence of teacher's qualification on physics student's performance in

secondary schools in Port Harcourt local government Area.
2. Determine the influence of teachers' attitudes on physics students' performance in
secondary schools in Port Harcourt local government Area.
3. Investigate the influence of teachers' experience on physics student's performance in
secondary schools in Port Harcourt local government Area.

1.4 Research Questions:

This was guided by the following research questions:

1. What is the influence teachers’ qualification on physics student's academic performance in

secondary schools?

2. What is the influence of teachers’ years of experience on physics student's academic

performance in secondary schools?

3. What is the influence of teachers’ attitude on physics student's academic performance in

secondary schools?

1.5 Significance Of The Study:

The significance of this study lies in its potential to inform educational policy and practice
by shedding light on the crucial role that teachers' characteristics play in shaping students'
academic performance in physics. By understanding which teacher traits positively impact
student learning outcomes, schools, and policymakers can develop targeted interventions and
support systems to cultivate these attributes among educators. Additionally, this research can
provide valuable guidance for teacher training programs, curriculum development, and
classroom management strategies aimed at improving physics education and fostering student
success in the subject. Ultimately, the findings of this study have the potential to contribute to
the enhancement of teaching quality and the overall educational experience for physics
students.

1.6 Scope Or Delimitation Of The Study:

The scope of this study encompasses an examination of the influence of teachers'

characteristics on the academic performance of physics students. Specifically, it will investigate
various factors such as teachers' teaching styles, experience levels, personality traits, and
educational backgrounds. The study will focus on high school or secondary-level physics classes,
considering both public and private educational institutions in Port Harcourt Local Government
Area.

Delimitations of the study include focusing solely on physics education and excluding other
subjects. Additionally, the study will be limited to a specific geographic region or a selected
number of schools to manage resources and ensure data accuracy. Furthermore, it will not
delve into external factors such as socioeconomic status or parental involvement, which could
also impact student performance but are beyond the scope of this research.

1.7 Definition Of Operational Terms:

1. Teachers' Characteristics: refer to observable and measurable traits, attributes, or

qualities possessed by physics educators. reinforcements to motivate students to learn.
2. Experience Levels: pertain to the amount of time and/or quality of experience that
teachers have accumulated in teaching physics.
3. Qualifications: This includes degrees in physics, education, STEM (Science, Technology,
Engineering, and Mathematics) fields, as well as certifications or credentials in teaching
methodologies or subject-specific pedagogy.
4. Academic Performance: refers to the measurable outcomes of students' learning and
achievement in physics education. This can include various indicators such as grades,
test scores, completion rates, participation levels, and mastery of course objectives or
learning standards.
5. Teacher's Attitude: A teacher's attitude encompasses their overall disposition towards
teaching, students, and the educational environment.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter deals with the review of related literature. The review of literature was carried out
under the following sub-headings:

2.1 Theoretical Framework

2.2 Conceptual Framework

2.3 Review of Empirical Studies

2.4 Summary of Literature Review

2.1 Theoretical Framework:

Certain theories abound in many studies that are related to an understanding of teachers’
characteristics and the academic performance of students. This research will be grounded on
two theories relevant to this work. These are;

I. Transformational Leadership Theory (1978)

ii. Expectancy-Value Theory (1950)

I. Transformational Leadership Theory:

The concept of transformational leadership was initially introduced by James V. Downton, the
first to coin the term "transformational leadership", a concept further developed by leadership
expert and presidential biographer James MacGregor Burns. According to Burns,
transformational leadership can be seen when "leaders and followers make each other advance
to a higher level of morality and motivation." Through the strength of their vision and
personality, transformational leaders can inspire followers to change expectations, perceptions,
and motivations to work towards common goals. Burns also described transformational leaders
as those who can move followers up on Maslow's hierarchy, but also move them to go beyond
their interests. Unlike the transactional approach, it is not based on a "give and take"
relationship, but on the leader's personality, traits, and ability to make a change through
example, articulation of an energizing vision, and challenging goals. Transforming leaders are
idealized in the sense that they are moral exemplars of working toward the benefit of the team,
organization, and/or community. Burns theorized that transforming and transactional
leadership were mutually exclusive styles. Transformational leadership is a theory of leadership
where a leader works with teams or followers beyond their immediate self-interests to identify
needed change, creating a vision to guide the change through influence, inspiration, and
executing the change in tandem with committed members of a group; This change in self-
interests elevates the follower's levels of maturity and ideals, as well as their concerns for the
achievement. It is an integral part of the Full Range Leadership Model. Transformational
leadership is when leader behaviors influence followers and inspire them to perform beyond
their perceived capabilities. Transformational leadership inspires people to achieve unexpected
or remarkable results. It gives workers autonomy over specific jobs, as well as the authority to
make decisions once they have been trained. This induces a positive change in the follower's
attitudes and the organization as a whole. Transformational leaders typically perform four
distinct behaviors, also known as the four Is. These behaviors are inspirational motivation,
idealized influence, intellectual stimulation, and individualized consideration.

Transformational leadership serves to enhance the motivation, morale, and job performance of
followers through a variety of mechanisms; these include connecting the follower's sense of
identity and self to a project and the collective identity of the organization; being a role model
for followers to inspire them and to raise their interest in the project; challenging followers to
take greater ownership for their work, and understanding the strengths and weaknesses of
followers, which allows the leader to align followers with tasks that enhance their performance.
It is also important to understand the qualities transformational leadership can bring to a work
organization. Transformational leadership enhances the commitment, involvement, loyalty, and
performance of followers. Followers exert extra effort to show support to the leader, emulate
the leader to emotionally identify with him/her, and maintain obedience without losing any
sense of self-esteem. Transformational leaders are strong in the ability to adapt to different
situations, share a collective consciousness, self-manage, and be inspirational while leading a
group of employees. Transformational leadership can be practiced but is arguably the most
efficient when it is authentic to that individual. These types of leaders focus on how decision-
making benefits their organization and the community rather than for personal gains. A
transformational leader by all accounts is a good leader. They show sound values, good
judgment, and great character.

Inspirational motivation is when the leader inspires their followers to achieve. This leader sets
high and reasonable goals for their followers and their organization. They inspire commitment
and they create a shared vision for their organization. Leaders who utilize inspirational
motivation motivate followers extrinsically and intrinsically, and they can articulate their
expectations clearly. Inspirational motivation is closely tied to productivity. Productivity leads
directly to having a source of worth and could be considered both inspirational and visionary,
leading to a positive emotional impact on that leader's followers. Idealized influence is when
the leader acts as a strong role model for their organization and leads by example. These types
of leaders consider the needs of their followers and prioritize their needs. They typically have
loads of commitment and are very ethical. Followers of these leaders typically try to emulate
their leader as they tend to identify with them easily. When subordinates try to emulate their
leader, emotional attachments tend to form. Although controversial, Adolf Hitler would be an
example of a leader who had a profound emotional impact on his subordinates. Intellectual
stimulation is when the leader encourages their followers to think for themselves. These
leaders are creative, innovative, and very open to new ideas. They tend to be tolerant of their
followers' mistakes and even encourage them as they believe they promote growth and
improvement within the organization. These leaders create learning opportunities for their
followers and abandon obsolete practices.

The theory of Transformational Leadership is considered relevant to this study on influence of

the teachers characteristics on physics students' performance. Teachers of the day he just said I
would be a great man who act as transformational leaders, inspiring and motivating students,
and fostering a supportive learning environment can enhance students' academic performance
in physics.

Individualized consideration is when the leader establishes a strong relationship with their
followers. These leaders act as a caring supportive resource for their followers and their
organization. They mentor their followers and allocate their time to developing their follower's
potential. One of how leaders can develop their followers is by delegating specific tasks that will
foster an individual's development.

In 1985, transformational leadership had become more defined and developed whereby
leaders known to use this style possessed the following traits: idealized influences, productive
commitment, and inspirational motivation. Transformational leadership made transactional
leadership more effective.

IDEALIZED INFLUENCE INSPIRATIONAL MOTIVATION

Being the role model a class Shares vision and empowers student
needs.
 INTELLECTUAL INDIVIDUALISED CONSIDERATION

STIMULATION Invest in the unique potential of

each student.
Encourage learning and growth

Fig. 1: The 4 I's of Transformational Leadership

ii. Expectancy-Value Theory

John William Atkinson developed the expectancy-value theory in the 1950s and 1960s to
understand the achievement motivation of individuals. In the 1980s, Jacquelynne Eccles
expanded this research into the field of education. According to expectancy-value theory,
students' achievement and achievement-related choices are most proximally determined by
two factors: expectancies for success, and subjective task values. Expectancies refer to how
confident an individual is in his or her ability to succeed in a task whereas task values refer to
how important, useful, or enjoyable the individual perceives the task. Theoretical and empirical
work suggests that expectancies and values interact to predict important outcomes such as
engagement, continuing interest, and academic achievement. Other factors, including
demographic characteristics, stereotypes, prior experiences, and perceptions of others' beliefs
and behaviors affect achievement-related outcomes indirectly through these expectancies and
values. This model has most widely been applied and used in research in the field of education.

Expectancies are specific beliefs individuals have regarding their success on certain tasks they
will carry out in the short-term future or long-term future. An individual's expectancies are
related to their behaviors as well as the choices they make. Expectancies are related to ability
beliefs such as self-concept and self-efficacy. Self-concept is a domain-specific concept that
involves one's beliefs about their abilities based on past experiences in a specific domain. Self-
efficacy is the belief that an individual can successfully engage in a future specific task or series
of related tasks.

Although the model differs in its meaning and implications for each field, the general idea is
that there are expectations as well as values or beliefs that affect subsequent behavior. and
gradually start to apply logical and systematic thinking. In a Nigerian school setting, a child in
their senior secondary class is assumed to be within the formal operational stage which
qualifies him or her as an adolescent. At this level, he or she starts to apply logical and
systematic thinking in every learning situation. This theory is relevant to this study because it
helps the teacher to be aware of the developmental stage in which a child is functioning and
should be taught only when he or she is ready at the present stage of development. In this
situation, the teacher should be able to plan the curriculum in such a way that it favors the level
of cognitive operation and structures that children have successfully attained in mind.

2.2 Conceptual Framework:

Fig. 2: Conceptual Framework

Independent Variables Dependent Variable
Teacher's experience, attitude, and qualifications serve as independent variables that directly
influence student performance,
Teacher's experience the dependent variable. Each of theseTheteacher characteristics
performance of secondary
contributes
 uniquely
Teacher's to school in physics in Port Harcourt
the educational process, collectively enhancing the learning experience
attitude
 Teacher's
and academic successqualifications Localresearch,
of students. This relationship is supported by extensive Government Area
underscoring the importance of investing in teacher development to improve student
outcomes.

Conceptual Review

The concept of teacher's characteristics refers to the various attributes and qualities that define
a teacher's effectiveness in the classroom. These characteristics can be broadly categorized into
professional, personal, and interpersonal domains. Each category encompasses specific traits
and skills that contribute to the overall capability of a teacher to foster a productive learning
environment and positively influence student outcomes.

Teachers’ Qualification And Student Performance

Qualified teacher refers to an individual that guides learners to get new knowledge and skills
and who has achieved the minimum criteria for teaching a particular level of education (Lydia &
Migosi, 2015). Herman (2015) indicated that high quality teacher education as well as trainings
is one of pre-requisites that lead to quality of teaching and also improves learning outcomes
where the effective teaching should be observable and can be communicated effectively and
also consulting to degrees and diplomas as well as certificates as a form of signaling. Though,
some traditional teacher training institutions may not have effective capacity of delivering
teachers having high quality learning (Taleb, 2007). The provision of teacher training and
development are not enough to make a qualified teacher (UNESCO, 2014). Having degrees,
certificated as well as diplomas are considered to be the basic requirements that lead to
teacher qualification and also having effective code of conduct so as to meet the universal
schooling goals (Moon, 2013). Therefore, the effective achievement related to universal lower
secondary schools should be achieved by high committed qualified teachers (Dladla & Moon,
2013).According to Kruijer (2010), the quality of teachers has effectiveness related to the
quality of teachers that should be based on relevant trainings that might depend on trainee
mentors and trainers’ skills and capabilities as well as availability of training materials. Similarly,
Nordstrum (2013) added that provision of training to teachers so as to become more qualified,
should be based on the level of their current qualification held by the related teachers,
association between face to face tutoring components and in service monitoring. Though, there
should be a challenge of long distance between training facilities and training centers from
school location. However, most of trainees in trainings, criticized that face to face training
sessions seem to be overcrowded, too short as well as too passive (Nordstrum, 2013).
Furthermore, the content developed during professional trainings so as to enhance teacher
qualification, does not always meet the needs of educators.

Teacher Qualification in Education System

The importance of good teaching to the academic success of students is spontaneous to any
parent whose child at school (Abell, 2010). Basically, principles that sound to statistical analysis
taken to enhance academic performance as well as discipline that may be violated routinely
due to failing to control various variables related to students’ academic achievement caused by
insufficient qualified teachers teaching in most levels of education (Ronald, 2012). According to
Jason and Kerry (2011), the shortage of qualified teachers teaching in secondary school was
affected by the lack of attention related to teacher training as well as development due to
insufficient financial motivation. Barley (2016) revealed that, the entry related to school
productivity and quality education is rooted from the qualification of teachers as well as
professional credentials. The requirement and training that should be given by teachers vary in
different regions and countries (Korthagen, 2014). The professional preparation needed in pre-
service teachers, should be based on qualification examination (Loughran & Russell, 2006).
Farrell (2015) stated that development of teachers’ skills based on their teaching career,
promotes the performance as they always have a reflection on teaching activities. This also
shows that there is a need to strengthen teacher’ collaboration in order to share available
teaching skills. This could also be facilitated by professional identity held by teachers in their
daily activities. Though, there is a systematic body of knowledge that determines the level of
teacher qualification (Russel, 2006). Therefore, Barley (2016) suggested that teacher trainings
and research could be one of the results related to the improvement and to student teachers
who need to become more qualified.

Qualification of teachers have been considered as the essential catalyst that promote the
improvement of the school setting where teachers are taken as the main source used in school
development as well as students’ school development which is considered to become the
source that help the knowledge and changes (Wallace, 2011). The awareness and motivation of
teachers help educational policy makers, various educators as well as parents to make an
evaluation of their related duties, might also have effective collaboration with teachers and
school administration to sustain examinational results at a given structured period of time
(Taal, 2006). Therefore, students who fail in both external as well as internal examination are
taught by unqualified teachers while the students who perform better, are taught by very
qualified and experienced teachers who have effective methodology of classroom management
and content delivery (Afe, 2010). According to Wallace (2011), highly qualified teachers are also
considered to be an agent of change due to the key role that they play for the purpose of
making an improvement related to students’ academic performance that should be done
through effective delivery related to the quality of education. Therefore, teachers are expected
to fulfill their duties to help children to develop their primary skills that should be required for
an advancement where qualified teachers help students to discover their talents and get
oriented to their future values effectively so as to overcome any challenge that lies ahead of
them (Kimani et al., 2013). Qualified teachers should use various techniques that help students
to improve their academic performance (Concordia, 2013). Despite, Halsey (2004) revealed that
every qualified teacher should make an improvement that sustain inclusive classroom as
qualified evaluator for the purpose on enhancing the level of teaching standards and that of the
quality of education. According to Wallace (2011), teachers who make effective preparation of
the students’ activity and lesson delivery as well as homework strength students’ active
learning. On the other hand, teachers who are qualified in management of children who are
disabled to some performed activities in classroom may enhance the school productivity
effectively (Wallace, 2011). This shows that competent teachers lead to improved competent
students. According to Concordia (2004) teachers’ initiative makes effective implementation of
school curriculum and improved quality education. This shows that teachers need to be
motivated to improve teaching environment.

Teacher's Experience And Student Performance

When examining people who question their capabilities and those who do not, those who feel
efficacious concerning a task participate more readily, work harder, persist longer when they
encounter difficulties, and achieve at a higher level Efficacy is based on the notion that
psychological procedures act as a way of creating and strengthening expectations of personal
efficacy. Bandura explains that within this analysis, efficacy expectations are distinguished from
response-outcome expectancies. Outcome expectancy deals with a persons’ perception that
doing a specific task will lead to a certain reward or punishment (outcome). In contrast, an
efficacy expectation is a persons’ belief that they can perform the task that will produce the
outcome. Outcome and efficacy expectations differ in that a person may know what it takes to
achieve a certain outcome (e.g. if I attend college I can get a better job). But, if they do not
believe they can accomplish the task, (e.g. academic rigor of college) the knowledge of what it
takes to handle the task is useless.

Teacher characteristics such as years of teaching experience have been investigated to

determine their effect on student outcomes. A more recent analysis by Wenglinsky (2010) used
multilevel structural equation modeling to analyze data from the NAEP and found that teachers
with a major or minor in the subject area that they are assigned to teach produce greater gains
in student performance in both physics and other subjects. This remained true even after
controlling for teacher professional development, teacher classroom practices, class size, and
student demographics. Interestingly, Hawk, Coble, and Swanson, found that students with
Physics teachers assigned in- field scored higher and had greater gains than students with
Physics teachers assigned out- of-field which indicates a connection of contentknowledge, but
not necessarily applying pedagogical knowledge to other content areas. However, teacher
experience is a topic of potential concern to policymakers, because experienced teachers often
try to move to Sub-counties, schools, and classrooms with a more privileged student body and
higher resources. In regard to teacher experience, several studies have found a positive
relationship between teacher experience and student outcomes; (Rice, 2003; Provasnik &
Young; 2003 & Goldhaber, et. al.,). Rice, (2003) reports the following about teacher preparation
programs and degrees: Research suggests that the selectivity /prestige of the institution a
teacher attended have a positive effect on student performance, particularly at the secondary
level. This may be partially a reflection of the cognitive ability of the teacher. Evidence suggests
that teachers who have earned advanced degrees have a positive impact in high school
mathematics and subject performance when the degrees earned were in these subjects.Thus, if
teacher experience is related to student performance, and more experienced teachers are able
to some extent select the schools and Sub-counties in which they teach, or even their teaching
assignments within a school, poor students and students at risk of educational failure may end
up being doubly disadvantaged because they are more likely to be taught by inexperienced
teachers. Greenwald, Hedges, and Laine (1996) found in their meta-analytical study that
teaching experience had a positive and significant effect on student performance. Hawkins,
Stancavage, and Dossey (1998) found evidence that although teaching experience appears to
be related to student performance, the relationship may not be linear; students whose teachers
had fewer than 5 years of experience had lower levels of mathematics performance as
measured by the NAEP mathematics assessment, but there were no differences in mathematics
performance among students whose teachers had more than 5 years of experience. Other
researchers have disagreed with these findings. Hanushek (1997) wrote that 71 percent of the
studies he reviewed did not find any results to support a relationship between teaching
experience and student performance. Ajao (2001) observes that the quality of education
depends on the teachers as reflected in the performance of their duties. Over time pupils’
academic performance in both internal and external examinations in Asia and sub Saharan
Africa had been used to determine excellence in teachers and teaching. Afe, (2001) also
observes that teachers have been shown to have an important influence on students’ academic
performance and they also play a crucial role in educational attainment because the teacher is
ultimately responsible for translating policy into action and principles based on practice during
interaction with the students. Both teaching and learning depends on teachers, hence an
effective teacher has been conceptualize as one who produces desired results in the course of
his duty as a teacher (Uchefuna, 2001). According to Commeyras (2003), Ijaiya, (2000) and
Ogundare (2002) experienced and qualified teachers have great importance to a school. They
argue that experience and higher qualification improves teaching skills while students learn
better at the hands of teachers who have taught them continuously over a period of years.
Effective teaching could be measured by the level of a teacher’s subject matter competence
which is regarded as a prime predictor of student’s learning.

Teacher's Attitude And Student's Performance

An attitude is a mindset that affects how a person thinks and acts. Attitude can influence a
person’s performance positively or negatively. For instance, a negative attitude towards one’s
job will result in negative performance. Similarly, attitude could also affect how well a teacher
plans and prepares for his/her lessons. The attitude of a teacher, consciously or unconsciously,
greatly affects students’ academic performance. If teachers’ knowledge and information
regarding the subjects that they are teaching, usage of technology, modern and innovative
methods in the teaching and learning processes, managing discipline and directing all of the
classroom as well as school activities play a key role in enhancing students’ learning, equally as
important then are teachers’ attitudes toward their profession. Playing the key role in
regulating behaviors of individuals in society, teachers are regarded as the fundamental
components of an educational system that influence and inspire students through their
knowledge, personality, behaviors and excitement. To do so, they are expected to be equipped
with world-field knowledge and professional knowledge. It is acknowledged by the OECD
(Organisation for Economic Cooperation and Development) Report on Education (2009) that
teachers’ beliefs, practices, and attitudes are important for understanding and improving
educational processes as they are closely linked to their strategies for coping with challenges in
their daily professional life and to their well-being, and they shape students’ learning
environment and influence their motivation and performance. There is a consensus among
various scholars mainly on the correlation between attitude and the teaching profession
(Duatepe & Akkuş-Çıkla, 2004; Issan, Al-Nabhani, Kazem, & Al-Ani 2011; Al Harthy, Jamaluddin,
& Abedalaziz, 2013; Akbaba, 2013; Bhargava & Pathy, 2014). Al Harthy, Jamaluddin, &
Abedalaziz (2013) contend that teachers’ attitudes towards their profession affect their
teaching.

2.3. Review Of Empirical Studies

A Study by Adeyemi and Adu (2012) examine the impact of teachers' qualifications on students'
performance in senior secondary school physics in Ondo State, Nigeria. The study utilized a
survey research design with a sample of 200 physics students and 20 physics teachers from
various secondary schools. Data was collected through questionnaires and analyzed using
descriptive statistics and t-tests. The study found that teachers' qualifications, particularly those
with higher degrees and specialized training in physics education, had a significant positive
effect on students' performance. Students taught by well-qualified teachers performed better
in physics exams compared to those taught by less qualified teachers. Adeyemi and Adu
concluded that enhancing the qualifications and specialized training of physics teachers is
crucial for improving students' academic performance in physics.

Another Study by Okeke and Ezekannagha (2013) investigated the influence of teachers'
teaching experience on students' achievement in physics in Anambra State, Nigeria. This study
employed an ex-post facto research design with a sample of 150 physics students and 15
physics teachers. Data were collected through academic records and a teacher experience
questionnaire. Analysis involved correlation and regression techniques.Results indicated that
there was a significant positive correlation between teachers' years of teaching experience and
students' performance in physics. Experienced teachers were more effective in delivering
physics content and managing classroom dynamics, which led to better student outcomes. The
study recommended that policies aimed at retaining experienced teachers and providing
continuous professional development are essential for sustaining high performance in physics
education.

Another Study by Akinfolarin and Rufai (2017) was to explore the role of teachers' pedagogical
skills on students' performance in physics in Lagos State, Nigeria. A mixed-method approach
was used, involving 250 physics students and 25 physics teachers. Data collection methods
included surveys, classroom observations, and interviews. Analysis was done using both
qualitative thematic analysis and quantitative statistical methods. The study revealed that
teachers with strong pedagogical skills, including the ability to use diverse instructional
strategies and technologies, significantly enhanced students' understanding and performance in
physics. Teachers who engaged students actively and used real-life applications of physics
concepts saw higher student achievement. Akinfolarin and Rufai emphasized the importance of
investing in pedagogical training for physics teachers to improve teaching effectiveness and
student performance.

A Study by Usman and Musa (2019) determined the effect of teachers' attitudes towards
teaching on students' academic achievement in physics in Kaduna State, Nigeria. The study
adopted a quasi-experimental design with a sample of 180 students and 18 physics teachers.
Data were gathered using attitude scales and achievement tests. Statistical analysis included
ANOVA and multiple regression. The results showed that teachers who exhibited positive
attitudes towards teaching and showed enthusiasm and commitment in their teaching practices
had students who performed significantly better in physics. Positive teacher attitudes were
linked to higher student motivation and engagement. Usman and Musa concluded that
fostering positive teaching attitudes through supportive school environments and professional
development programs is critical for improving student performance in physics.

2.4 Summary of literature review

This chapter review explores the influence of teachers' characteristics on the academic
performance of physics students, focusing on both international perspectives and the specific
context of Nigerian education.

The theoretical framework section discusses relevant theories and models that provide a
foundation for examining the relationship between teachers' characteristics and student
performance. The Transformational Leadership Theory (1978) and the Expectancy-Value
Theory delve into the psychology relationship between the variables.

The review of teachers' characteristics and student performance delves into studies
investigating how factors like teaching experience, qualifications, and attitude influence student
achievement in physics. The literature indicates that experienced teachers, those with strong
subject knowledge, and those who employ interactive teaching methods tend to have a positive
impact on student performance.

Empirical studies conducted in Nigeria are reviewed to highlight findings specific to the local
context. The studies collectively highlight that various teacher characteristics, including
qualifications, experience, pedagogical skills, and attitudes, significantly influence physics
students' performance in Nigeria. In conclusion, Chapter Two provides a comprehensive review
of the literature, establishing a strong foundation for the subsequent investigation into the
influence of teachers' characteristics on physics students' performance. It emphasizes the need
for ongoing research and targeted educational reforms to enhance the effectiveness of physics
teaching in Nigerian schools.

Chapter 3

Methodology

This chapter is focused on the various ways a researcher carries out the study. It is clearly
shown as the following:

1. Research Design
2. Area of the study
3. Population of the study
4. Sample and sampling technique
5. Instrument for Data Collection
6. Validity of the Instrument
7. Reliability of the Instrument
8. Procedures for Data Collection
9. Data Analysis Procedures

3.1 Research Design

This research will make use of a description survey design. This design allows a large amount of
data to be collected from a very large population of senior secondary schools in Port Harcourt
Local Government Area Rivers State. This research design helps the researcher collectation on
the students of how different teacher's characteristics will affect their academic performance
either in a positive or negative light.

3.2 Area of the study

This research is carried out in Port Harcourt Local Government Area of Rivers State. Port
Harcourt Local Government Area is a Local Government Area of Rivers State in Southern
Nigeria. It is one of the 23 local government areas created for the state. Its administrative seat
is located in Port Harcourt. The Local Government Area consists of two different ethnic groups,
the Ikwerre and Obulom. Port Harcourt local government area is included in the Greater Port
Harcourt region. It is situated 52 kilometres (32 mi) southeast of Ahoada and about 40
kilometres (25 mi) northwest of Bori. It is bounded to the south by Okrika, to the east by Eleme,
to the north by Obio-Akpor and to, the west by Degema.

3.3 Population of the study

The population of the study consists of 7000 students in Port Harcourt Local Government Area
in Rivers State of Nigeria.

3.4 Sample and sampling technique

A sample of three hundred and twelve students will be used for this study. Simple random
sampling was the sampling technique used to select the schools as the subset of the
population. This is where and how the samples are obtained. The selected schools will be
randomly assigned to control groups and experimental groups.

3.5 Instrument for Data Collection

The instrument for this study will be the a self-structured questionnaire titled the Teacher's
Characteristics Evaluation (TCE). The questionnaire was prepared by the researcher to suit the
research questions before administering the questionnaire to the students. The questionnaire
contain three sections; section A, B and C. Section A consist of the instrument is all about the
bio-data of each of the respondents (students) and ten (10) questions in which the responant
are to answer with either of the following; Strongly Agree (SA), Agree (A), Disagree (D), Strongly
Disagree (SD) . Section B also consist of ten (10) questions in which students are to answer with
the same format as Section A. Section C consist of ten (10) items which the students intend to
answer YES or NO.

3.6 Validity of instrument

This instrument will be subjected to face and content validation three lecturers in the
department of science education in Rivers State University. Their advice, suggestions and
observations will be incorporated in the final draft.

3.7 Reliability of the instrument

The test re-test method will be used to test how reliable the research instrument is. Three
hundred and twelve students will be randomly selected and questionnaire will be administered
to them. The questionnaire will be located and tested, to show that the research instrument is
reliable.

3.8. Procedures for Data Collection

The instrument used in the study is the questionnaire. It will be personally administered by the
researcher to the students in the schools selected from the study. The administration of the
questionnaire will take place after a letter for permission is issued to the school authority and
the permission is granted. At the end of each visitation to each school, the researcher will
collect the answered questionnaire and go ahead to analyzed and interpret the data collected.

3.9. Data Analysis Procedures

The collected data are to be analyze using percentages, mean and standard deviation to give
answers to the research questions.