INFLUENCE OF TEACHERS ATTITUDE TOWARDS WORK ON STUDENTS INTEREST AND PERFORMANCE

Format: MS WORD |  Chapter: 1-5 |  Pages: 65-80 |  Price NGN3,000

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CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The attitude of teachers towards their work plays a crucial role in shaping students’ academic interest and performance. Research has consistently shown that teachers who exhibit positive attitudes, such as enthusiasm, dedication, and a strong commitment to their profession, tend to foster higher levels of student engagement and achievement (Kunter et al., 2018). Conversely, negative teacher attitudes, including disinterest, frustration, or lack of motivation, can adversely affect students’ willingness to learn and their overall academic outcomes (Klassen & Tze, 2019). The influence of teacher attitudes extends beyond mere classroom interactions; it encompasses pedagogical approaches, classroom management strategies, and the overall learning environment, all of which contribute to students’ cognitive and emotional development (Skaalvik & Skaalvik, 2020).

Several studies highlight the correlation between teacher motivation and student performance. For instance, a study by Hanushek and Rivkin (2018) found that students taught by highly motivated teachers demonstrated significant improvements in standardized test scores compared to those taught by less motivated educators. This underscores the importance of teacher attitudes in academic settings, as their disposition directly impacts instructional quality and student receptiveness (Wentzel, 2018). Furthermore, teachers who exhibit a growth mindset—believing in students’ potential to improve—tend to create more inclusive and supportive classrooms, thereby enhancing students’ self-efficacy and interest in learning (Dweck, 2019).

The psychological and emotional aspects of teaching also contribute to student outcomes. Teachers who display empathy, patience, and encouragement foster a positive classroom climate, which is essential for student motivation (Roorda et al., 2021). On the other hand, negative behaviors such as harsh criticism, indifference, or favoritism can demotivate students and lead to disengagement (Aldrup et al., 2020). Research by Hattie (2018) emphasizes that teacher-student relationships are among the most significant factors influencing academic success, further reinforcing the need for positive teacher attitudes.

Additionally, institutional factors such as workload, administrative support, and professional development opportunities influence teacher attitudes. Studies indicate that teachers who receive adequate training and administrative backing are more likely to exhibit job satisfaction, which translates into better classroom performance (Skaalvik & Skaalvik, 2021). Conversely, excessive workload and lack of support can lead to burnout, negatively affecting both teacher morale and student learning (Madigan & Kim, 2021).

Given these dynamics, this study seeks to explore the extent to which teachers’ attitudes towards work influence students’ interest and performance. By analyzing recent empirical evidence, the research aims to provide actionable insights for educational policymakers, school administrators, and teachers to enhance teaching effectiveness and student outcomes.

1.2 Statement of the Problem

Despite the recognized importance of teacher attitudes in education, there remains a gap in understanding how specific behavioral traits of teachers influence students’ academic interest and performance. While some studies have examined teacher motivation and student achievement, few have explored the direct correlation between teachers’ work attitudes (both positive and negative) and students’ learning engagement (Klassen & Chiu, 2018). Additionally, there is limited research on how institutional factors, such as workload and administrative support, mediate this relationship (Skaalvik & Skaalvik, 2020). This study seeks to address these gaps by investigating the impact of teachers’ attitudes on students’ interest and academic performance in contemporary educational settings.

1.3 Objectives of the Study

The main objective of this study is to determine the influence of teachers’ attitudes towards work on students’ interest and academic performance.

Specific objectives include:

i. To evaluate the impact of positive teacher attitudes on students’ academic engagement.
ii. To determine the effect of negative teacher behaviors on students’ learning motivation.
iii. To find out how institutional factors (workload, administrative support) moderate the relationship between teacher attitudes and student performance.

1.4 Research Questions

i. What is the impact of positive teacher attitudes on students’ academic engagement?
ii. What is the effect of negative teacher behaviors on students’ learning motivation?
iii. How do institutional factors (workload, administrative support) influence the relationship between teacher attitudes and student performance?

1.5 Research Hypotheses

Hypothesis I

H0: There is no significant impact of positive teacher attitudes on students’ academic engagement.
H1: There is a significant impact of positive teacher attitudes on students’ academic engagement.

Hypothesis II

H0: There is no significant effect of negative teacher behaviors on students’ learning motivation.
H2: There is a significant effect of negative teacher behaviors on students’ learning motivation.

Hypothesis III

H0: There is no significant moderating effect of institutional factors on the relationship between teacher attitudes and student performance.

H3: There is a significant moderating effect of institutional factors on the relationship between teacher attitudes and student performance.

1.6 Significance of the Study

This study is significant as it provides empirical evidence on how teacher attitudes shape student learning experiences. Findings will benefit educators, school administrators, and policymakers by highlighting strategies to improve teacher motivation and, consequently, student outcomes. Additionally, the study contributes to existing literature on educational psychology and classroom dynamics.

1.7 Scope of the Study

The study focuses on secondary school teachers and students within public and private institutions. It examines teacher attitudes, student interest, and academic performance while considering institutional factors such as workload and administrative support.

1.8 Limitations of the Study

Potential limitations include self-reporting biases in teacher and student responses. Additionally, external factors such as socioeconomic background and parental involvement may influence student performance but are not the primary focus of this study.

1.9 Definition of Terms

• Teacher Attitude: The disposition, enthusiasm, and commitment of educators towards their teaching roles (Klassen & Tze, 2019).
• Student Interest: The level of engagement and motivation students exhibit towards learning activities (Hidi & Renninger, 2020).
• Academic Performance: Measurable outcomes of student learning, often reflected in grades or standardized test scores (Hanushek & Rivkin, 2018).

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