PERCEIVED INFLUENCE OF TEACHERS’ ATTITUDES ON PUBLIC PRIMARY SCHOOL PUPILS’ ACADEMIC PERFORMANCE IN AWKA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE, NIGERIA

This study investigated the perceived influence of teachers’ attitudes on public primary school pupils’ academic performance in Awka South Local Government Area of Anambra State, Nigeria. Three specific purposes, three research questions and three hypotheses guided the study. Descriptive survey design was adopted for the study. The population of the study comprised all the 723 teachers in public primary schools in Awka South Local Government Area. A sample size of 298 teachers was drawn for the study through proportionate stratified sampling technique. Structured rating scale ‘Teachers’ Attitude and Pupils’ Performance Rating Scale’ (TAPPRS) was used for data collection. The instrument was face validated by three experts in Faculty of Education. Average internal consistency co-efficient of 0.86 was obtained using Cronbach Alpha statistical method. The researchers administered the instrument to the respondents with the help of two research assistants. Data were analyzed using weighted mean and standard deviation. The findings revealed that teachers’ attitude (authoritative attitude, friendly attitude, and supportive attitude) influences pupils’ academic performance in public primary schools in Anambra State, Nigeria. The findings also revealed that the mean responses of primary school teachers were clustered around the mean scores which show the homogeneity of primary school teachers’ responses. The study concluded that fostering a positive and supportive attitude among teachers is essential for promoting student success in the academic setting. Based on the findings, the study recommended among others that school management should work on teachers’ to avoid over authoritative attitudes so as to foster a collaborative atmosphere among staff and encourage the sharing of best practices. Teachers should set high expectations for pupils while creating a supportive and inclusive classroom environment.

Teachers, Teachers’ Attitudes, Primary School Pupils, Academic Performance,

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