THE FACTORS INFLUENCING STUDENT TEACHERS PERFORMANCE DURING TEACHING PRACTICE

ABSTRACT

This project or research work is a factor influencing the performance of student teachers in teaching practice in some secondary school in llaje. This project is divided into five chapters one is the background of the study, objective of the study, research question, significant of the study, scope of the study, limitation of the study as well as the definition of teaching practice. Chapter two is concerned with review of related literature. Chapter three involves methodology, instrumentation, procedure for data analysis, validation of instrument and gathering information through administration of questionnaires to selected schools. Also chapter four is devoted to analysis, interpretation and discussion of result. Here the research find the problems which students encounter during teaching practice such as lack of teaching aids e.t.c. and the solution to those problems. Chapter five finally involve summary, conclusion,recommendation and reference.

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is view as an instrument of change. Every nation has strong faith in the effectiveness of education as a powerful instrument for notion development that is why most countries are attempting to adjust their educational philosophy and policies to match the changing economy and social structure (NPE, 1987) education is a process by which people are used to culture into which they are born in order for them to develop it further. Beside education is centered on maximum development of the individual members of the society mentally, socially and religiously so that the individual can become useful to himself and the society (Farrant, 1992) . It is in this direction that the government took step to eradicate illiteracy in education in a developing country like Nigeria. This resulted in more people being registered in the universal “free” primary education (UPE) introduction by the various governments in primary school and latter in secondary school in order to cope with the increasing trend of admission into the secondary schools. Inspite of this, the performance of education in schools has continued to be discouraging this secondary school in Ondo state. The falling standard of education in school has been attributed to a number of perceived factors such as lack of support to students teachers by host teachers/principal, unconducive climate accommodation problems and the government. Fagbonuye (1999) stated that the problem of non availability of teachers in schools was one of the various reasons for poor student’s performance. It cites a situation where four teachers were made to face one thousand students to him a poorly both qualitatively cannot produce students with high academic standards. Student teachers on teaching practice play a pivotal role in providing education to the students. Every school strives to recruit good and qualified teaching sta that can deliver quality education to its students. Only highly qualified and committed student teachers can produce eective results by producing good quality of students, who contribute to their country in future.

Therefore, it is crucial for schools to encourage the student teachers for optimum performance. This is because only qualified teachers can give best education to the students. Thus, for the quality of education the quality of teachers matter a lot. But if the student teachers are having negative intentions while on teaching practice, then it will have negative impact on students and school’s performance as well. Thus, it is very essential to encourage student teachers to deliver good quality of education. The student teachers can be retained successfully only if they are satisfied with their performance during teaching practice. Therefore, motivation is a mechanism through which the student teachers can be loyal and committed to the schools, thereby improving their performance during teaching practice. Only motivated student teachers perform well and produce good results by delivering the quality education to students. The teacher turnover rate in education sector is higher than any other sectors (Liu & Meyer, 2005). Ingersoll and Smith in (2003) stated that between 40% and 50% of all beginning teachers usually leave this profession aer five years of teaching. The consistent teacher’s turnover result into teacher shortage for increased student populations. Many studies of the West have provided evidence of teachers shortage issues in schools of various countries, i.e, U.S, (Edgar & Pair, 2005; Ingersoll, 2003; Liu & Meyer, 2005), Netherlands (Tigchelaar, Brouwer, & Korthagen, 2008), and Hong Kong (Choi &Tang, 2009).

Many researchers of other countries like Australia have also highlighted this issue in schools (Goddard, O’Brien, & Goddard, 2006). Across the US, nearly half a million teachers leave their schools each year (Boyd et al., 2011; Alliance for Excellent Education, 2008). Many researchers investigated the factors that impact turnover of permanent and temporary teaching staf in the context of U.S (DeAngelis & Presley, 2007; Johnson, Berg, & Donaldson, 2005). It is very important to motivate student teachers for good performance during teaching practice. According to Mary (2010), both intrinsic and extrinsic motivation leads to student teacher’s superior performance. These motivational factors such as allowances, salary and recognition etc impact positively on their satisfaction which results into their effective performance as well.