1.1 Introduction
Teachers’ job commitment is the degree of dedication, loyalty, and sense of responsibility that teachers exhibit toward their professional duties and organizational goals (Okonkwo, 2018). It reflects how much energy, time, and effort a teacher invests in ensuring that learning objectives are achieved effectively. According to Nwosu (2020), teacher commitment encompasses emotional attachment to teaching, willingness to put in extra effort, and persistence in the face of challenges. It is a critical variable in the educational process because the teacher serves as both a facilitator of learning and a model of behavior for students.
Education is universally recognized as a fundamental instrument for national development, and teachers play a central role in achieving this objective. The success of any educational system largely depends on the quality and commitment of its teachers (Adedeji, 2019). When teachers demonstrate a high level of commitment, students are more likely to be motivated, disciplined, and goal-oriented. However, when teachers lack enthusiasm and are disengaged from their professional responsibilities, students’ learning outcomes suffer.
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
Globally, the study of teacher commitment gained prominence in the mid-20th century when educational psychologists began to explore the relationship between teacher motivation, job satisfaction, and student outcomes. Hoy and Miskel (2017) reported that teacher commitment emerged as a key construct in organizational behavior, reflecting teachers’ attachment to their profession, school, and students. Research in developed countries demonstrated that committed teachers were more likely to employ effective teaching strategies, manage classrooms efficiently, and inspire higher academic achievement among students.
Teachers’ job commitment has long been recognized as a central factor in determining the success of any educational system. According to Okafor (2019), teachers’ job commitment refers to the psychological attachment, emotional investment, and professional dedication teachers have toward their work, students, and the institution they serve. It encompasses a teacher’s willingness to go beyond routine duties, their enthusiasm for the teaching profession, and their sense of responsibility in ensuring that learning goals are achieved. Adedeji (2020) asserted that a committed teacher is not only a transmitter of knowledge but also a motivator and role model who shapes students’ attitudes toward learning and achievement.
Olayinka (2021) reported that even with adequate funding, improved infrastructure, and updated curricula, educational goals may not be achieved if teachers are not dedicated to their professional responsibilities. The teacher, therefore, remains the most important determinant of students’ academic success, especially in subjects that require analytical and critical thinking skills such as Economics.
Economics, as a social science subject, aims to equip students with the ability to make informed decisions about resource allocation, production, and consumption in their daily lives and the broader society. According to Ibrahim (2020), the teaching of Economics in secondary schools is essential for developing students’ understanding of economic principles and their application to real-life situations. However, Uche and Nwankwo (2021) stated that students’ poor performance in Economics at the secondary school level has become a recurring concern in Nigeria, often linked to teachers’ lack of motivation and low commitment to instructional duties.
Eze (2021) affirmed that issues such as irregular payment of salaries, inadequate teaching materials, overcrowded classrooms, and poor working conditions have negatively affected teachers’ morale and dedication to duty. In addition, Onyema (2020) contended that insufficient professional development opportunities and lack of recognition for outstanding performance have further diminished teachers’ enthusiasm and sense of fulfillment. Consequently, when teachers exhibit low levels of commitment, students tend to become disengaged, leading to poor academic performance, absenteeism, and low retention rates.
On the other hand, teachers who are highly committed to their profession demonstrate strong dedication, punctuality, and creativity in instructional delivery. They often inspire students to develop interest in learning and strive for academic excellence. According to Akinyemi (2019), committed teachers spend extra time preparing lessons, assessing students’ work, and providing feedback that supports improvement. Such teachers are more likely to create positive learning environments that enhance students’ motivation, participation, and academic outcomes.
In public secondary schools, where resources are often limited and teacher supervision may be inconsistent, the level of teachers’ job commitment becomes even more critical. Adesina (2020) reported that committed teachers help to minimize the negative effects of poor infrastructure and limited resources by using innovative teaching strategies that promote student understanding. However, the disparity in teachers’ levels of commitment across different schools and regions raises concerns about the sustainability of educational quality in Nigeria. This study is set against the backdrop of exploring Teachers’ Job Commitment as a Correlate of Students’ Academic Performance in Economics in Public Secondary Schools.
1.3 Statement of Problems
Investigation revealed that many public secondary schools, especially in Nigeria, there appears to be a growing decline in teachers’ job commitment, which has negatively impacted students’ academic outcomes, particularly in subjects such as Economics. Also, the teachers in public schools face challenges such as delayed salaries, lack of instructional materials, overcrowded classrooms, and poor working conditions, which discourage commitment and reduce teaching effectiveness.
Consequently, when teachers become less dedicated, students’ participation and understanding in Economics lessons diminish, leading to poor examination results and reduced interest in the subject (Eze, 2021). On the other hand, some teachers continue to exhibit strong commitment to their professional duties despite these challenges. These teachers demonstrate a high sense of responsibility and contribute significantly to the improved performance of their students. Their devotion to instructional planning, classroom management, and continuous assessment practices often motivates students to work harder and achieve better results.
Furthermore, the persistent variation in students’ academic achievement, despite similar teaching conditions and resources, raises questions about the role of teacher commitment as a correlating factor. It is therefore necessary to explore the nature and extent of this relationship, particularly within the context of public secondary schools where resources are limited, and teachers’ motivation is often low. It is against this backdrop that this study seeks to investigate Teachers’ Job Commitment as a Correlate of Students’ Academic Performance in Economics in Public Secondary Schools.
1.4 Aim and Objectives of Study
The main aim of this study is to investigate the teachers’ job commitment as a correlate of students’ academic performance in economics in public secondary schools.
The specific objectives of the study are to:
- Examine the level of teachers’ job commitment in public secondary schools.
- Investigate the extent to which teachers’ job commitment influences students’ academic performance in Economics.
- Identify factors affecting teachers’ job commitment in public secondary schools.
- Determine the relationship between teachers’ motivation and students’ academic achievement in Economics.
- Assess how teachers’ instructional strategies, influenced by their commitment level, affect students’ learning outcomes.
1.5 Research Questions
Based on the objectives of the study, the following research questions have been formulated:
- What is the level of teachers’ job commitment in public secondary schools?
- To what extent does teachers’ job commitment influence students’ academic performance in Economics?
- What are the major factors affecting teachers’ job commitment in public secondary schools?
- How does teacher motivation relate to students’ academic achievement in Economics?
- In what ways do teachers’ instructional strategies, as influenced by their commitment, affect students’ learning outcomes in Economics?
1.6 Significance of Study
It is believed that at the completion of the study, the findings will help the Ministry of Education and other government agencies recognize the need for better welfare packages, and professional development opportunities that will encourage teachers to be more dedicated to their profession. In addition, school administrators and principals will benefit because the study will help them adopt management strategies that encourage teachers to remain focused, motivated, and professionally dedicated.
Furthermore, researchers and academics will also find this study valuable, as it will serve as a reliable reference material and a foundation for future investigations into teacher commitment, motivation, and student performance. It will contribute to the growing body of literature on educational quality and teacher effectiveness, especially within the Nigerian context.
Lastly, this study will contribute to improving the overall quality of education in Nigeria by demonstrating that teachers’ job commitment is a vital factor in achieving academic excellence in public secondary schools.
1.7 Scope of Study
This study will be limited to selected public secondary schools in Ogun State, focusing primarily on Economics teachers and their students. The research will assess teachers’ job commitment as a key factor influencing academic performance.
1.8 Limitations of the Study
Several limitations were encountered during the course of this study, which may have influenced the results and conclusions.
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- 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.
1.9 Definition of Terms
Teacher’s Job Commitment:
This refers to the level of dedication, loyalty, and sense of responsibility a teacher shows towards their teaching duties and the educational goals of the institution (Nwosu, 2020).
Academic Performance:
This describes the extent to which students achieve educational goals as measured through tests, examinations, and overall classroom participation (Adedeji, 2019).
Economics:
Economics is a social science subject that studies how individuals, organizations, and governments allocate scarce resources to meet human wants (Ibrahim, 2021).
Public Secondary Schools:
These are government-owned schools that provide formal education to students at the secondary level, usually funded and managed by state or federal authorities (Olayemi, 2019).
Motivation:
Motivation refers to the internal and external factors that influence teachers’ willingness to perform their duties effectively and achieve educational objectives (Okonkwo, 2018).
Students’ Achievement:
This denotes the measurable learning outcomes or academic success attained by students in a particular subject or course of study (Akinyemi, 2019).
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