PUPILS PERCEPTION OF TEACHERS’ EFFECTIVENESS AND THEIR ACADEMIC PERFORMANCE IN CHRISTIAN RELIGIOUS EDUCATION:

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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