Teachers’ Collective Efficacy as a Predictor of Students’ Academic Performance in North Central Nigeria

Abstract

Public secondary schools in Nigeria occupy a significant position for providing qualitative education, yet there has been increasing public discontent with the quality of students being produced in the country’s public secondary schools. Teachers are regarded as one of the resources necessary for achieving the goals of secondary education. It is against this backdrop that this study examined teachers’ collective efficacy as a predictor of students’ academic performance in North Central Nigeria. Three research questions and hypotheses were generated to guide the study, which made use of a correlation-type descriptive research design with a population consisting of all teachers in the North Central region. An instrument titled the Teachers’ Collective Efficacy Questionnaire (TCEQ) was developed to elicit pertinent data from the participants. Also, students’ academic achievement was measured. The results of the study revealed that no substantial nexus existed between the teachers’ experience and the students’ academic achievement. However, the teachers’ verbal encouragement was found to be an important predictor of the learners’ academic success. Similarly, the teachers’ academic emphasis was a significant predictor of the learners’ academic performance. Based on this, it was established that teachers’ collective efficacy is an important predictor that can be used to improve students’ academic achievement. The study recommended that education administrators should acquaint their staff with the importance of collective efficacy towards improving students’ academic performance. It was also recommended that the government should organize workshops, seminars, and conferences for the supervisors, principals, and teachers of schools on efficacy issues and that teachers should be well motivated to maintain a high degree of efficacy in their various schools.

Causal explanation of academic enthusiasm based on the interaction of teachers and English language learners: Self-regulation, academic hope, and academic engagement among English language learners

“…The results of the present study showed that teacherstudent interaction is related to academic enthusiasm both directly and indirectly through academic hope and academic self-regulation. This finding is with the results of (Ibrahim et al, 2022;Jung and Ryu, 2022;Samadieh and Sadri, 2022) are aligned. In their research, Martin and Marsh (2006) concluded that academic enthusiasm has an inverse relationship with anxiety and a direct relationship with teacher-student interaction, self-regulation, and academic engagement.…”

“…Academic enthusiasm refers to behaviors that are related to learning and academic achievement (Ibrahim et al, 2022). In theories of learning, motivation and passion are a combination of behavioral and cognitive approaches (Grohman and Snyder, 2022).…”

Transformational Style of Leadership and Organisational Citizenship Behaviour: Application in Institutes of Higher Learning

“…According to Ibrahim et al (2022) teachers' OCB is a tool through which they can attain efficacy, which will lead to outstanding performance. According to the findings of Arokiasamy et al (2022) study, TL has a positive impact on OCB.…”