TEACHER QUALITIES AS PREDICTORS OF STUDENT'S LEARNING OUTCOMES IN SENIOR SECONDARY SCHOOL GEOGRAPHY IN EKITI STATE, NIGERIA

Abstract

The research investigated relative contributions of teacher qualities (qualification, content knowledge, and self-efficacy) to students' learning outcomes in senior secondary schools in Ekiti State Nigeria. The study sample comprised 209 senior secondary two (SS2) students and twenty teachers. Three research instruments were used for data collection; these are; "Geography Performance Test" (GPT), "Student Attitudinal Scale" (SAS), and "Teachers Content Knowledge Observation Checklist" (TCKOC). Data collected were analyzed using Multi-Linear Regression (MLR) and Analysis of Variance (ANOVA). The results showed that there was a significant relative contribution of teacher qualities (qualification, content knowledge, and self-efficacy) to academic performance Geography students in senior secondary schools in Ekiti State, Nigeria. (F=6.118, p<0.05). In addition, there was a significant difference in relative contributions of the teacher qualities to students' attitude towards Geography in senior secondary schools in the study area (F=4.759, p<0.05). Furthermore, results showed that teacher qualities contributed positively to reflective thinking of students in Geography in the study area. The instrument demonstrated high reliability for the teacher's content knowledge (β=0.80), and teacher's self-efficacy (β=0.83), while teacher's qualification showed reliability (β=0.45). The study concluded that teacher qualities (qualification, content knowledge, and self-efficacy) are important in improving students' academic performance, student attitude towards learning Geography, and these qualities are important to improving Geography students' reflective thinking in senior secondary schools in Ekiti State.