CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
The teaching-learning process involves a vast array of interventional process at the center of which is the success of any educational programme. In spite of the technological breakthrough in audio-visual equipment, teacher has remained indispensable since they constitute the bulwark in which educational machines are made to have meaning.
There is no doubt that there has been a growing concern about quality and intellectual aims of education in Nigeria society. The school is being looked upon to bring to fruition the attainment of society backed strongly by future citizens who are consciously and innovatively oriented. It declares that “no educational system may rise above the quality of its teachers” this statement informs that teacher education shall continue to be given major emphasis in all educational planning and development.
According to Walter (2015)teacher are paid agents of cultural diffusion hired to carry out and bring light in dark places in education while Hargreavelles (2015)in his contribution refers to the teacher as the communicators who in the center of our cultural. It is a well-known fact that in Africa in Nigeria in particular teachers had the hard task of penetrating the village to teach in school established by the missionaries. Ekanem (2016) defined teaching as an act that has to do with an exhibition of certain characteristics of a person who is involved in it the teacher occupies a central position upon which all other activities within the school revolve, therefore, there are certain qualities expected of him to possess to be for effective.
Alaezi (2010) asserts that one mark of a professional teacher is the knowledge and application of methods of change, human behaviour. He further stressed that one of the characteristics of a professional teacher is professional competence this implies the knowledge of the subject matter, skill, teaching among others. Nkang (2002) opines that a teacher is a pace setter for direction, his personality should be amiable to influence the climate of the class which will in turn affect the pupils general behaviour and the quality learning that take place on a daily basis.
According to Adeisojiand Olatundun (2008) illustrate that pupils attitude was related to teachers personality, Adu and Olatunbosun (2007) contend that teachers characteristics are strong determinant of pupils performance in school they said that the teacher has a lot of influence on their classroom practices, teacher should have and apply specific abilities without which their influence may not be reflected to their performance in the subject. It is against this background that the study sought to find out what teachers’ characteristics and academic performance of pupils in pre-primay schools in Ikono Local Government Area
1.2 Statement of the Problem
Abysmal academic performance of pupils in school has been linked to poor teachers’ performance in terms of accomplishing the teaching task, negative attitude to work and poor teaching habit which have been attributed to poor motivation. It has also been observed that conditions that would make for effective teaching such as resource availability condition of service. General condition of infrastructure as well as instructional materials in public primary schools is poor. These prevailing conditions would definitely show a negative influence on the instructional quality in pre-primary schools which may translate to poor academic performance attitude and values of pre-primary school teachers. The central problem for this study is to identify teachers’ characteristics that may mar or promote pupils’ academic performance in Basic science in pre-primary schools in Ikono Local Government Area.