CHAPTER ONE
INTRODUCTION
1.1 Background
to the study
In a host of factors that determine the work in the
classroom, the teacher occupies a central position. The teacher is said to be
the engineer who implements pedagogical and administrative plans, and his behaviors set the structural mode of classroom interaction.
The atmosphere of interpersonal relationships in
the classroom is crucially important in its effects on the child’s learning and
adjustment, and serves as the backdrop for maximum use of his abilities. The
inter-personal dynamics of classroom is a means of enhancing the pupil’s
learning and his social and emotional adjustment. This is expected to be
achieved by the teacher who is held in great esteem because of his role in the
society as a molder of character, a builder and architect of academic achievement.
He is expected to uncultured the child in a manner that he will be able to fit
into the society in any given capacity. Above all, he is expected to train the
child in a manner that he will be able to be an embodiment of the National
Policy on education of any country. The Government, educationist, and parent
seriously view the teacher in the teaching/learning process as the pilot of
affairs in the classroom. His role as seen through the eyes of these fellows to
a greater extent either mars or promotes learning outcomes. It is this factor
that has necessitated this research into the way pupil’s perceive their teacher
as being effective and how such effectiveness influences their academic
performance in Christian religious education.
1.2 Theoretical
framework
In this research, the basic theoretical background
underlying the study is discussed as follows.
MASLOW’S
HIERARCHY OF NEEDS THEORY.
This theory was propounded by Abraham Maslow in
1954, Maslow believes that pupils have certain inborn needs which they strike
to fulfill. He describes pupil’s needs in biological terms. To Maslow, every
need arises from an imbalance or disequilibrium between what human nature deems
necessary for the health of a person, and what a pupil’s environment provides.
He proposes five types of pupil’s needs in a hierarchy which reflects the
Maslow believes that lower order needs must be satisfied before the higher order
needs can be met. For example, physiological needs must be satisfied before
safety needs and so on relevant to your work should be stated.
1.3 Statement
of the problem
Before now, researchers were more involved in
looking at the classroom setting, following a pattern known as “process
product” research. Such research studies focuses on carefully defined teacher
instructional behaviors and how these behaviors correlated with achievement
to ‘direct instruction’ which is a general concept that emphasize academic
focus, pupil engaged time on task and careful teacher’s monitoring of pupil’s
responses.
Presently, according to Brophy, (1979) and Duffy
1983, the emphasis is on the time allocated to instruction and efficient
classroom management to enhance pupil’s use of such time. Hence, classroom
management skills and the ability to keep pupils engaged provides a crucial
foundation of effectiveness in teaching and also explicit explanation of what
is being taught.
Clarity with which the teacher instructs his pupils
on how to do a task, the teachers elaboration which involves the teacher
monitoring of pupils cognitive processes during the task, and finally, the
teachers expectation of what is likely
to be the outcome of his/her instruction combined to contribute to the effective in teaching. The above condition is given credence by Tolby (1975),
who position that the social psychological needs of the pupils are considered
as the inner states that affect the perception of teachers. This means that
pupils focuses on the need related aspects of the perceptual situation and
bases.
His judgement on those areas of the teachers’.
Performance most relevant to his own needs. It is in the light of the above,
that this research is set to investigate the relationship between pupil’s
perception of the teacher’s effectiveness and pupil’s academic performance in a
standardized Christina Religious Education Examination.
1.1 Purpose of
the study
The major purpose of this study is to find out by
administering questionnaire more about the pupil’s and their perception in
teachers effectiveness. Specifically is to find out:
1. Teaching skills of teachers effectiveness and academic
performance in Christian Religious Education.
2 Organizing Ability of teachers effectiveness and academic
performance in Christian Religious Education.
3. Sense of humour of teachers effectiveness and academic
performance in Christian Religious Education.
4. Charity of communication of teachers effectiveness and academic
performance in Christian Religious Education.
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