1.1 Introduction
Teachers’ competence refers to the teacher's knowledge, skills, and abilities in their subject matter and pedagogy. Effective teaching in practical skills requires not only theoretical understanding but also practical expertise. Competent teachers are better equipped to design and implement practical lessons that enhance student learning and performance. According to Hattie (2009), teacher's attitude encompasses a teacher's enthusiasm, commitment, and approach towards teaching. A positive attitude can foster a conducive learning environment, encouraging student engagement and motivation. Conversely, a negative attitude may hinder student learning and reduce their academic performance (Hattie, 2009). The quality of education, particularly in practical skills, is significantly influenced by the teacher's attitude and competence. Teachers play a pivotal role in shaping students' learning experiences and outcomes. Their attitudes towards teaching and learning processes, as well as their competence in delivering practical skills, directly impact students' performance.
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
In recent years, the importance of teacher attitudes has been underscored by research showing that teachers' beliefs and perceptions about their students can significantly influence student motivation and achievement. For instance, studies have demonstrated that teachers who hold high expectations for their students and convey a positive, supportive attitude can boost student performance (Rubie-Davies, 2007). The quality of education significantly depends on the effectiveness of teachers, particularly in the context of practical skills. Practical skills are essential for students as they bridge the gap between theoretical knowledge and real-world application. Consequently, teachers' attitudes and competencies in delivering these skills play a crucial role in shaping students' academic performance and overall skill development.
Teacher attitude encompasses the beliefs, perceptions, and behaviors that teachers bring to the classroom. It influences their teaching style, interaction with students, and overall classroom environment. Positive teacher attitudes are characterized by enthusiasm, dedication, and a supportive approach to student learning. These attitudes are linked to higher levels of student engagement and motivation, which are critical for effective learning, particularly in practical skill-based subjects (Patrick, Hisley, & Kempler, 2000). Teacher competence involves a comprehensive understanding of the subject matter, as well as the ability to effectively deliver content and facilitate student learning. in the context of practical skills, teacher competence also includes proficiency in the specific skills being taught and the ability to demonstrate and guide students through hands-on activities. Competent teachers are more likely to implement effective instructional strategies that enhance students' understanding and application of practical skills (Darling-Hammond, 2000).
Numerous studies have shown a significant correlation between teachers' attitudes and competencies and students' academic performance. For example, research by Stronge (2018) indicates that students taught by highly competent and positively inclined teachers tend to achieve higher academic outcomes. This correlation is especially pronounced in subjects that require practical skills, where the quality of instruction directly impacts students' ability to perform and excel.
The level of competence among teachers in delivering practical skills varies significantly. This variability often stems from differences in teacher training, professional development opportunities, and personal experience with the subject matter (Darling-Hammond, 2000). Research is needed to identify how these disparities in teacher competence influence student performance and to develop strategies to ensure all teachers have the requisite skills and knowledge.
Teachers have been shown to have an important influence on students’ academic achievement and they also play a crucial role in educational attainment because the teacher is ultimately responsible for translating policy into actions and principles based on practice during interaction with the student (Eze E.N. 2011). Both teaching and learning depends on teachers. No wonder an effective teacher has been conceptualized as one who produces desired results in the course of his duty as a teacher. Therefore, in Nigeria where the research was carried out, the activities that was conducted is to determine the Factors Affecting Teachers’ Effectiveness.
1.3 Statement of Problems
Investigation revealed that the level of competence among teachers in delivering practical skills varies significantly. This variability often stems from differences in teacher training, professional development opportunities, and personal experience with the subject matter (Darling-Hammond, 2000). Research is needed to identify how these disparities in teacher competence influence student performance and to develop strategies to ensure all teachers have the requisite skills and knowledge.
Additionally, teacher attitudes affect student learning, there is a need for more precise data on how specific attitudes such as enthusiasm, expectation, and supportiveness correlate with student performance in practical skills. This information is vital for crafting targeted interventions to enhance teacher attitudes (Rubie-Davies, 2007).
Furthermore, assessing the impact of teacher attitudes and competence on student performance is challenging due to the lack of standardized measurement tools and methodologies. Developing robust, reliable, and valid instruments to measure these variables is essential for advancing research in this area (Stronge, 2018). Therefore, it is against this backdrop that this study aims to examine the teacher's attitude and competence in practical skills as correlates to student’s performance in Enugu State.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the relationship between teachers’ attitudes and their competence in practical skills, and how these factors correlate with students’ academic performance. In achieving this aim, the following specific objectives were laid out as follows:
- To evaluate how teachers’ knowledge, skills, and abilities in practical subjects affect students’ understanding and application of practical skills;
- To identify specific attitudes that positively or negatively impact students’ performance in practical skill-based subjects;
- To analyze how the interplay between teacher attitudes and competence influences overall student performance;
- To determine the key competencies that are most critical for effective teaching in practical skills; and
- To suggest policy interventions and support mechanisms that can enhance teachers' effectiveness in delivering practical skills education.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Does teacher’s knowledge, skills, and abilities in practical subjects affect students’ understanding and application of practical skills?
- Does interplay between teacher attitudes and competence influences overall student performance?
- What are the key competencies that are most critical for effective teaching in practical skills?
- What are the specific attitudes that positively or negatively impact students’ performance in practical skill-based subjects?
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 positive correlation between teachers’ competence in practical skills and students’ academic performance in practical skill-based subjects
- H1: There is a significant positive correlation between teachers’ competence in practical skills and students’ academic performance in practical skill-based subjects
Hypothesis Two
- H0: There is no significant correlation between teachers' attitudes towards teaching practical skills and students' academic performance in practical skill-based subjects
- H1: There is a significant correlation between teachers' attitudes towards teaching practical skills and students' academic performance in practical skill-based subjects
1.7 Significance of Study
The findings of this research study will provide evidence-based recommendations for policymakers. The study will proffer support for the development of policies that prioritize teacher quality and provide the necessary resources for teacher development. This is crucial for improving the overall quality of education, particularly in vocational and technical subjects where practical skills are essential.
Additionally, the findings of this research study can contribute to addressing educational inequities by identifying gaps in teacher attitudes and competences that disproportionately affect certain groups of students.
Furthermore, the findings of this research study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of the research is focused on the Teacher’s Attitude and Competence in Practical Skills as Correlates to Students Performance in Enugu State.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- 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).
1.10 Definition of Terms
Teacher's Competence:
Teacher's competence encompasses the knowledge, skills, and abilities that teachers possess to effectively deliver educational content and facilitate student learning. This includes both subject matter expertise and pedagogical skills.
Student Performance:
It is the measurable outcome of student learning, typically assessed through grades, test scores, and practical assessments. It reflects the extent to which students have achieved the learning objectives and acquired the necessary skills and knowledge.
Practical Skills:
Practical skills refer to the hands-on abilities and techniques that students need to perform specific tasks in real-world settings. These skills are essential in vocational and technical education and include activities such as laboratory experiments, technical drawing, and equipment handling.
Correlation:
Correlation refers to a statistical relationship between two variables, indicating the extent to which they vary together. In this context, it pertains to the relationship between teachers' attitudes and competences and students' academic performance.
Teacher Effectiveness:
According to Weimer (2013:4) teacher effectiveness refers to the process of cultivating skills, stimulate interest in the subject, motivate student to learn, present material well, make subject interesting, helpful and knowledgeable, intellectual challenging, setting high standard and encourage self-initiated learning.
