Teachers’ Morale and Academic Performance of Secondary School Students in South West, Nigeria
Teacher Education and Curriculum Studies
Volume 2, Issue 5, September 2017, Pages: 68-73
Received: Mar. 4, 2017;
Accepted: Apr. 13, 2017;
Published: Sep. 30, 2017
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Johnson Oluwole Ehineni, Faculty of Education, Adekunle Ajasin University, Akungba Akoko, Nigeria
The poor performance of students in Senior Secondary School Certificate Examination in recent time, particularly in Southwest Nigeria, appears to be discouraging. This study sought to investigate the effectiveness of teachers’ morale on secondary school students’ academic performance in South West, Nigeria. A questionnaire and a proforma were used for data collection. Public Secondary School teachers and students in South-West Nigeria formed the population for the study. The sample for the study comprised 375 teachers and 9375 students. Multistage stratified random sampling technique was used to choose the sample. Findings showed that teachers’ morale made significant contribution to the prediction of students’ academic performance. It accounted for 58.9% of the total variance in students’ academic performance. In the same vein, all the indices of teachers’ morale individually made significant contribution to the prediction of students’ academic performance, with teachers’ salary as the best predictor. Teachers’ salary alone accounted for 47.4% of the total variance in students’ academic performance, while teachers’ workload was the least predictor with 3.8% contribution of the variance. There is a significant relationship between teachers’ morale and students’ academic performance (r=0.49, p<0.05). While the paper concluded that students’ performance is influenced by teachers’ morale, it therefore recommended that policies that will enhance teachers’ morale such as improved teachers’ allowance should be put in place.
Johnson Oluwole Ehineni,
Teachers’ Morale and Academic Performance of Secondary School Students in South West, Nigeria, Teacher Education and Curriculum Studies.
Vol. 2, No. 5,
2017, pp. 68-73.
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
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