1.1 Introduction
Attitude is generally defined as a psychological tendency expressed by evaluating a particular entity with some degree of favor or disfavor (Eagly & Chaiken, 2018). In the context of education, attitude refers to an individual teacher's mental and emotional orientation towards their profession, work environment, students, and responsibilities (Ogunleye & Olatunji, 2020). A teacher with a positive attitude is more likely to display enthusiasm, commitment, and creativity in classroom activities, thereby enhancing students' engagement and overall educational outcomes. In contrast, a negative attitude towards teaching often results in low motivation, absenteeism, poor classroom management, and diminished performance, all of which hinder the achievement of educational goals (Adebayo, 2019).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
Historically, taxation as a tool for financing government activities dates back to ancient civilizations where rulers levied taxes on citizens and traders to fund public projects, wars, and administrative expenses. According to Adebisi and Gbegi (2018), the concept of taxation evolved from early systems of tribute collection, where subjects offered portions of their produce or income to support communal needs and royal authorities. Over time, as societies became more organized and economies diversified, taxation developed into a structured fiscal system managed by the state to provide public goods and sustain economic stability.
Globally, the influence of teacher attitude on job performance has attracted attention because of its direct impact on students' learning experiences. Nwachukwu (2021) contended that teachers with a positive mindset inspire better student participation, discipline, and academic success. The same author emphasized that improving teacher attitudes through motivation, recognition, and supportive policies can significantly enhance job performance and overall school effectiveness. In Brass Local Government Area, where socio-economic conditions and resource limitations prevail, the link between teacher attitude and performance is particularly critical in understanding how to improve the quality of education.
In the Niger Delta region, particularly in Bayelsa State, the history of educational development has been shaped by socio-economic and political factors. Tamuno and Boma (2020) stated that rural areas such as Brass Local Government Area have historically suffered from inadequate infrastructure, limited teaching materials, and poor working conditions for teachers. Globally, research has consistently affirmed that teachers' attitudes are central to effective teaching. Ogunleye and Olatunji (2020) contended that teachers who display positive attitudes tend to adopt innovative teaching methods, actively engage students, and exhibit higher levels of productivity. Conversely, negative attitudes historically have been linked to poor student outcomes, low school performance, and diminished educational standards.
The attitude of teachers towards their profession plays a significant role in shaping the quality of education and determining students' academic outcomes. According to Eagly and Chaiken (2018), attitude is a psychological tendency that influences behavior and perception toward specific objects or situations. In the teaching profession, attitude reflects the emotional and mental disposition of teachers toward their duties, their learners, and the educational environment.
Ogunleye and Olatunji (2020) asserted that teachers with positive attitudes toward teaching tend to demonstrate greater enthusiasm, creativity, and commitment, which lead to improved classroom performance and student achievement. Conversely, teachers who exhibit negative attitudes often show indifference, poor classroom management, and low productivity, all of which hinder the realization of educational objectives (Ogunleye and Olatunji, 2020). In the Nigerian educational system, the attitude of teachers toward their work has been a subject of concern among researchers and policymakers.
Adebayo (2019) reported that many teachers in Nigeria display low levels of motivation and commitment due to poor remuneration, inadequate facilities, and lack of professional development opportunities. Similarly, Okoro and Nnadi (2021) affirmed that teachers' job performance is influenced by both intrinsic and extrinsic factors, such as self-motivation, recognition, and the working environment. In Bayelsa State, particularly in Brass Local Government Area, the educational sector faces numerous challenges that have affected the morale and performance of teachers. Tamuno and Boma (2020) stated that most schools in rural areas of Bayelsa suffer from inadequate infrastructure, overcrowded classrooms, and poor funding. This study is set against the backdrop of examining how teachers' attitudes affect their job performance in Brass Local Government Area of Bayelsa State.
1.3 Statement of Problems
Investigation revealed that the situation in many schools today is worrisome as evidence suggests that some teachers exhibit negative attitudes toward their work, such as lateness, absenteeism, poor lesson preparation, lack of enthusiasm, and indifference to students' learning needs. This trend is particularly prevalent in some public schools in Brass Local Government Area, where teachers appear to lack motivation due to poor working conditions, delayed salaries, and inadequate recognition of their efforts (Eze & Okafor, 2019).
The problem, therefore, is that the education system in Brass Local Government Area is experiencing inconsistent teacher performance, which is largely influenced by their varying attitudes toward teaching and professional responsibilities. Poor teacher attitudes lead to low instructional quality, poor student performance, and general dissatisfaction within the education sector. Yet, there seems to be inadequate research that specifically examines how teachers' attitudes influence their job performance in this region, considering the socio-economic and cultural factors unique to Bayelsa State.
Furthermore, some teachers continue to show a high level of dedication and passion for their work despite facing similar challenges. Such teachers maintain professionalism and a positive outlook, demonstrating that personal attitude and intrinsic motivation play vital roles in determining job performance (Nwachukwu, 2021). It is against this backdrop that this study seeks to investigate the influence of teachers' attitude on their job performance in Brass Local Government Area of Bayelsa State.
1.4 Aim and Objectives of Study
The aim of this study is to examine the influence of teachers' attitude on their job performance in Brass Local Government Area of Bayelsa State. To achieve this aim, the study has the following objectives:
- To determine the relationship between teachers' positive attitudes and their job performance.
- To assess the impact of negative teacher attitudes on instructional effectiveness.
- To evaluate the role of motivation and working conditions in shaping teachers' attitudes.
- To identify strategies for enhancing teacher attitudes to improve overall job performance.
1.5 Research Questions
Based on the stated objectives, the following research questions will guide the research study:
- What is the relationship between teachers' positive attitudes and their job performance in Brass Local Government Area?
- How do negative teacher attitudes affect instructional effectiveness in schools?
- What role do motivation and working conditions play in shaping teachers' attitudes?
- What strategies can be implemented to enhance teachers' attitudes and improve job performance?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between teachers' attitudes and their job performance in Brass Local Government Area of Bayelsa State.
- H1: There is a significant relationship between teachers' attitudes and their job performance in Brass Local Government Area of Bayelsa State.
Hypothesis Two
- H0: Teachers' negative attitudes significantly improve their job performance.
- H1: Teachers' positive attitudes significantly improve their job performance.
Hypothesis Three
- H0: Negative attitudes among teachers do not significantly reduce instructional effectiveness.
- H1: Negative attitudes among teachers significantly reduce instructional effectiveness.
1.7 Significance of Study
The outcome from the findings of this research will hold significant relevance in the following ways.
- The study will help teachers recognize the importance of maintaining a positive attitude and its impact on productivity.
- The research will guide administrators in developing strategies to improve teacher motivation and supervision.
- The study will indirectly benefit students by improving the quality of teaching and learning outcomes.
- It will also inform parents about the challenges affecting teachers, promoting understanding and collaboration with schools.
- Finally, the study will provide evidence for creating policies that address teacher welfare, motivation, and performance standards.
1.8 Scope of Study
The scope of this research is focused on the influence of teacher's attitude and their job performance in Brass Local Government Area Bayelsa State. The study is limited to public schools to ensure a contextual and focused analysis of the education system in the region.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Attitude:
Attitude is defined as an individual's psychological disposition toward a particular task or role, reflecting feelings, beliefs, and behavioral tendencies (Eagly & Chaiken, 2018). In this study, it refers specifically to teachers' outlook toward their professional responsibilities.
Job Performance:
Job performance refers to the effectiveness, efficiency, and commitment with which teachers carry out their professional duties, including lesson preparation, classroom management, and student assessment (Okoro & Nnadi, 2021).
Teacher Motivation:
Teacher motivation is the internal and external factors that stimulate a teacher to perform well in their professional role, including recognition, salary, and personal satisfaction (Tamuno & Boma, 2020).
Instructional Effectiveness:
Instructional effectiveness is the degree to which teachers successfully facilitate learning, ensuring that students achieve intended educational outcomes (Ogunleye & Olatunji, 2020).
Work Environment:
Work environment refers to the physical, social, and administrative conditions under which teachers operate, including school facilities, support systems, and organizational culture (Afolabi & Loto, 2020).
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