IMPACTS OF TEACHER'S ATTITUDE ON ACADEMIC PERFORMANCE OF SELECTED PUBLIC PRIMARY SCHOOLS PUPILS IN THE MINNA EDUCATIONAL ZONE

Abstract

The pedagogical factor has been seen as a teacher-specific professional factor contributing to learner’s academic performance. This study examines the impacts of teachers’ attitudes on the academic performance of learners in public schools. The relationship between teachers’ attitude and academic performance of pupils of selected public primary schools in Minna Educational Zone. The study employed a survey research design consisting of all public primary schools, teachers, and school administrators in the Minna Educational Zone. A sample of 384 public primary schools was obtained from the sample space and at least two schoolteachers were purposively selected from each of the sampled public primary schools. Thus, a total of 810 primary school teachers and one primary school administrator were purposively selected from each of the sampled primary schools in the study. Data was collected through questionnaires for teachers and administrators. Data was collected to answer questions in the four thematic areas: the effect of teacher academic qualification, teacher attitude, teacher professional training, and teacher professional training on the academic performance of selected public primary schools in Minna Educational Zone. Data was analyzed using both descriptive statistics and narrative techniques. From the analysis, the study revealed that teachers’ characteristics play a key role in the academic performance of selected public primary schools’ pupils in Minna Educational Zone.