Lecturers’ Competences and Students’
Academic Performance
Allexander Muzenda Department of Research
& Publications Regenesys Business School; South Africa International
Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print):
2319 – 7714
www.ijhssi.org Volume 3 Issue 1 ǁ January. 2013ǁ PP.06-13
Lecturer’s
Attitude
Research in education policy reveals that lecturer attitude refers
to consistent tendency by the teacher to react in a particular way; often
positively or negatively toward an academic matter (Eggen & Kauchak, 2001).
Another study by Fazio & Roskes (1994) indicates that attitude
possesses both cognitive and emotional components which strongly influence the
manner in which a teacher thinks and responses to specific experiences.
In proceeding further with the analysis, Eggen &Kauchak (2001)
found out that positive teachers’ attitudes are fundamental to effective
teaching and students’ academic achievements. Another study by Brunning et al.
(1999) indicated a number of elements that constitute teachers’ attitudes that
will facilitate a caring and supportive classroom environment.
These elements include
caring, enthusiasm, teaching efficacy, democratic practices to promote
students’ responsibility, effective use of lesson, constructive interaction
with learners and high expectation to promote learners’ motivation. Further
analysis in this study found out that these factors are associated with
increase in students’ academic performances.
Academic Journal of Interdisciplinary Studies
MCSER Publishing, Rome-Italy
Vol 2 No 7 September 2013
The Effect of Lecturer’s Attitude toward
the Performance of Students in Purchasing Management in Ramat Polytechnic
Maiduguri
Sule Maina
The Department of Marketing Ramat Polytechnic,
Maiduguri, Nigeria
Lecturer attitude
The teacher who is real pivot of the whole education system and the
success of the whole system directly hinges upon the teaching-learning
activities, including the formulation of instructional aims and objectives,
identification and rearrangement of the teaching-learning materials in order to
stimulate curiosity to encourage student’s participation in learning activities
and ensuring better learning process (Kaplan, 1982).
Throughout the history of social psychology; attitudes have played
central role in the explanation of social behaviour. An attitude is usually
defined as a disposition to respond favourably or ‘unfavourably’ to an object,
person, institution or event. All port (1960) states that attitude is a mental
and neural state of readiness, organized through experience, exerting a
directive influence upon the individual’s response to all objects and
situations with which it is related. Attitude towards study has great
contribution in academic achievement and good study pattern.
Every individual has a variety of attitudes, which might be positive
or negative and can vary according to their favourability and unaffordability
for various attitudinal objects.
Luthans (1993) says that professional attitude serves in many
valuable ways and knowing these attitudes can also serve a lot. Behaviour is a
response which an individual shows to his environment at different times.
Wudpecker Journal of Educational Research
ISSN 2315-7267
Vol. 3(3), pp. 035 - 043, April 2014 2014
Wudpecker Journals
Relationship between teacher’s attitude
and student’s academic achievement in senior secondary schoolchemistry.
A case study of Ijebu-Ode and Odogbolu
Abudu, Kamal A. & Gbadamosi, Muideen
R.
Lecturer attitude
A common hypothesis with respect to teacher’s attitude and student
achievement is that students taught using the right approach or attitude achieve
at a higher level because their teachers have displayed the right attitude and
acquired classroom management skills to deal with different types of classroom
problems (Slavin, 1987, Evan, 1992, Gibbons et al., 1997) attitude towards assessment practices on
student’s achievement and their attitude towards physics was positive. In the
same vein, Onocha (1985) reported in one of his findings that teacher’s
attitude towards science is a significant predictor of learner’s achievement as
well as their attitude.
Also Igwe (1985) showed that, the effect of teachers’ attitude to
chemistry was stronger on the student’s chemistry achievement that on their
attitudes.
Five Attitudes of Effective Teachers:
Implications for Teacher Training
Bonni GourneauUniversity of North Dakota
Lecturer attitude
Calderhead (1996), Pianta (1999), and Watson (2003) have described
teaching as an intensely psychological process and believe a teacher’s ability
to maintain productive classroom environments, motivate students, and make
decisions depends on her personal qualities and the ability to create personal
relationships with her students. These effective attitudes and actions employed
by teachers ultimately can make a positive difference on the lives of their
students.
THE IMPACT OF TEACHER COMPETENCE IN PUBLIC
TEACHER FACTORS INFLUENCING STUDENTS’ ACADEMIC
Wudpecker Journal of Educational Research ISSN 2315-7267
THE IMPACT OF TEACHER COMPETENCE IN PUBLIC
AND INDEPENDENT SCHOOLS IN SWEDEN
Eva Myrberg, Gothenburg University,
Sweden
Monica Rosen, Gothenburg University, Sweden
Lecturer experience
One common indicator of teacher competence is teaching experience. However,
according to Wayne and Youngs (2003), the findings regarding experience are difficult
to interpret for several reasons. First, experience captures the effect of whether
teachers were hired during a shortage or a surplus. Cohorts will have experienced
similar competition, and selection effects are likely to confound effects of
experience. Secondly, experience measures capture differences in teacher motivation
resulting from time constraints on parents during years when their own children
require more attention. Finally, if there are differences in effectiveness between
those who leave the profession and those who stay, experience measures would
capture those as well. Such differences are probably dynamic, changing with labour
markets and cultural trends.
Several studies have found a positive relationship between teacher
experience and student achievement (e.g., Murnane & Philips, 1981;
Klitgaard & Hall, 1974). This relationship is not simple and linear
however.
According to
Darling-Hammond(1999), teachers with less than three years of experience are
less efficient than are colleagues with more experience. After five years the
additional contribution weakens.
Andrew and Schwab (1995)
noted that inexperienced teachers from lengthy teacher education programs can
be as efficient as experienced teachers. Teachers' age may also be of
importance for effectiveness but this variable is of course highly correlated
with experience.
TEACHER FACTORS INFLUENCING STUDENTS’ ACADEMIC
ACHIEVEMENT IN SECONDARY SCHOOLS IN
NYANDARUA COUNTY,
KENYA
International Journal of Education and
Research Vol. 1 No. 3 March 2013
Gerald N. Kimani1, Augustine M. Kara1,
Lucy W. Njagi2
Corresponding author: Augustine Kara.
augustinemuchiri@gmail.com
Cell phone: +254 727 833 373
Lecturer experience
Yala and Wanjohi (2011) and Adeyemi (2010) found that teachers’
experience and educational qualifications were the prime predictors of
students’ academic achievement.
However, Ravkin et al (2005) found that teachers’ teaching experience
and educational qualifications were not significantly related to students’
achievement.
According to Rivkin, Hanusheck and Kain (2005), there has never
been consensus on the specific teacher factors that influence students’
academic achievement. Researchers have examined the influence of teacher
characteristics such as gender, educational qualifications and teaching experience
on students’ academic achievement with varied findings.
Wudpecker Journal of Educational Research ISSN 2315-7267
Vol. 3(3), pp. 035 - 043, April 2014 2014
Wudpecker Journals
Relationship between teacher’s attitude
and student’s academic achievement in senior secondary schoolchemistry.
A case study of Ijebu-Ode and Odogbolu
Abudu, Kamal A. & Gbadamosi, Muideen
R.
Lecturer
experience
Furthermore, more experienced teachers are considered to be more
able to concentrate on the most appropriate way to teach particular topics to
students who differ in their abilities, prior knowledge and background (Rauden
bush and Williams, 1991).
Lecturers’ Competences and Students’
Academic Performance
Allexander Muzenda Department of Research
& Publications Regenesys Business School; South Africa International
Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print):
2319 – 7714
www.ijhssi.org Volume 3 Issue 1 ǁ January. 2013ǁ PP.06-13
Lecturer Qualification
According to Akiri &
Ugborugbo (2009), that lecturer competence is regarded as a multidimensional
construct teaching which encompasses numerous interconnected elements towards
transformation of knowledge to learners.
Previous studies conducted by Schacter & Thum (2004), Adediwura
& Tayo (2007) and Adu& Olatundun, (2007) reveal that different elements
of lecturer competence include lecturer’s subject knowledge, teaching skills,
lecturer attitude and lecturer attendance.
MALAYSIAN ONLINE JOURNAL OF EDUCATIONAL
MANAGEMENT (MOJEM) A CONCEPTUAL FRAMEWORK ON TEACHING QUALIFICATIONS, CHARACTERISTICS,
COMPETENCE AND LECTURER PERFORMANCE FOR HIGHER EDUCATION INSTITUTIONS IN NIGERIA
Esuh Ossai-Igwe Lucky1 (PhD) &
Nurahimah Bt Mohd Yusoff (PhD)
Lecturer
qualification
A teaching qualification or teacher qualification can simply be
defined as those academic and professional degrees that enable a person to
become a registered, professional and qualified teacher in primary or secondary
school or in higher institutions particularly in the faculty of education. Such
qualifications include, but are not limited to, the Masters in Education,
Postgraduate Certificate in Education (PGCE), the Professional Graduate Diploma
in Education (PGDE) and the Bachelor of Education (Teachers Registration
Council of Nigeria, 2010).
Furthermore, empirical documentation has shown that teaching
qualifications play a critical role in teaching as well as imparting knowledge
on the students (Khurshid, 2008).
Ruhela and Singh (1990) in the examination of the significant role
of qualifications affirmed that no institute of educational learning can
succeed without trained teachers. Here there is a need for teacher education as
well as teaching qualification. If trained teacher with the essential
qualification imparts knowledge on the student, there is likelihood that the
students' performance pretty well due to the fact that teachers are viewed as
the most important factor in the education process (Khurshid, 2008).
Idris et al., (2006) investigated how Malaysian teachers prepare
professionally. The study focused on the teaching implementation, learning
mathematics and science in English with the major aim of surveying the
perception of Malaysian. The study found that the pre-service and in-service
training are crucial for teacher professional. It further revealed that
although, teachers are professionally prepared to teach, however, they still
need more preparation, and this preparation perhaps would be achieved by
ensuring that teachers possess the essential teaching qualifications.
Kingdom (2006) investigated how teacher attributes affect the
performance of the student in all subjects through variation approach in India.
The most recent study by Lai, Sadoulet and Janvry (2009) provided
clear evidence on the effect of teaching qualifications and student
performance.
Koledoye (2000) examined how teacher academic qualification affects
the performance of the students in the secondary level.
THE IMPACT OF TEACHER COMPETENCE IN
PUBLIC
AND INDEPENDENT SCHOOLS IN SWEDEN
Eva Myrberg, Gothenburg University,
Sweden
Monica Rosen, Gothenburg University, Sweden
Lecturer
qualification
Teacher education differs considerably, however, between countries,
which makes comparisons difficult. In OECD countries, for example, teacher
education for lower grades usually takes places outside of the universities, even
though several countries, for example Greece, Spain and France, in recent years
have moved teacher education to the universities (Gustafsson & Myrberg,
2002).
Hanushek, Kain and Rivkin (1998), like many other researchers (see
for example Darling-Hammond, 1999), have concluded that the school effect on achievement
derives mainly from variations in teacher quality.
Elliot (1998) noted in a longitudinal study that well-qualified
teachers had a significant influence on high school students' achievement in
mathematics and science. In this study teacher qualification was measured by
education, experience and teaching methods.
Evertson, Hawley & Zlotnik (1985) compared well-educated teachers
with less educated teachers. The results showed achievement gains for students
with well-educated teachers. They also showed that achievement was related to
teachers' knowledge of the subjects taught.
In a review, Wayne and Youngs (2003) examined the evidence on
teacher characteristics and student test scores in a U.S. sample, controlling
for students' prior achievement and socioeconomic status. Wayne and Youngs
could not draw any conclusions about the importance of teacher degrees and
coursework for elementary students since too few studies were available.
Results showed, however, that high school students' mathematical achievement
improved when their teachers had standard certification.
Lecturers’ Competences and Students’
Academic Performance
Allexander Muzenda Department of Research
& Publications Regenesys Business School; South Africa International
Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print):
2319 – 7714
www.ijhssi.org Volume 3 Issue 1 ǁ January. 2013ǁ PP.06-13
Subject Knowledge
According to Eggen & Kauchak (2001) ,there are three dimensions
under which a teachers’ knowledge of subject matter can be measured; namely
content knowledge, pedagogical knowledge of content and general knowledge. The
implications of these dimensions are that a lecturer cannot teach what he or
she does not know.
Adediwura & Tayo (2007) further emphasised existence of high
correlation between what teachers subject knowledge and what they teach
students.
In line with these finding,
Adediwura & Tayo (2007) further accentuated that the ability of a lecturer
to teach effectively depends on the depth of knowledge the teacher possesses.
Therefore, a lecturer whose understanding of the subject content is
thorough uses clearer expressions comparative to those whose backgrounds of
subject mastery are weaker.
THE IMPACT OF TEACHER COMPETENCE IN
PUBLIC
AND INDEPENDENT SCHOOLS IN SWEDEN
Eva Myrberg, Gothenburg University,
Sweden
Monica RosŽn, Gothenburg University, Sweden
Subject
knowledge
According to
Darling-Hammond (2000), subject-matter knowledge has often been found to be an
important factor in teacher effectiveness.
EFFECTS OF TEACHERS’ COMPETENCE ON
STUDENTS’ ACADEMIC PERFORMANCE: A CASE STUDY OF IKEJA LOCAL GOVERNMENT AREA OF
LAGOS STATE
BY OMOTERE TOPE N.C.E., B.A. (Ed)
JANUARY, 2012
Published Online By: EgoBooster Books
www.omotere.tk © 2012 Omotere Tope
Published By:EgoBooster Books, Ogun
State, Nigeria.
All rights reserved. Identification No:
20 File No: 2011122213
Project Classification: Education
Subject
knowledge
Does content knowledge in addition to knowledge about teaching make
a difference in student achievement (Kaplan & Owings, 2001)? One group
believes quality teachers possess content knowledge and have studied
instructional ideas and practices that have increased student achievement,
while another group believes teachers just need strong content knowledge.
Kaplan and Owings (2001) found disagreement in the literature over
whether traditional teacher preparation positively affected student
achievement. They found that teachers who learn and practice sound pedagogical
practices techniques can affect students’ measured achievements and also
students whose teachers had strong content knowledge and had learned to work
with students who came from different cultures or special needs tested higher
than one full grade over their peers.
Lecturers’ Competences and Students’
Academic Performance
Allexander Muzenda Department of Research
& Publications Regenesys Business School; South Africa International
Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print):
2319 – 7714
www.ijhssi.org Volume 3 Issue 1 ǁ January. 2013ǁ PP.06-13
Teaching Skills
The teaching skills of a
lecturer can be measured based on the lecturer’s abilities around comprehension
and transformation of knowledge concepts to be imparted to learners (Ganyaupfu,
2013). Teaching requires one to first understand the specific outcomes of the
topic as well as the subject matter structures of the respective discipline
(Shulman, 1992).
Therefore, comprehension of purpose is a very important element of
lecturer competence. According to Shulman (1992), the educational purposes for
engaging in teaching are to assist learners gain literacy, develop skills and
values to function well in the society, equip them with opportunity to acquire
and discover new information, enhance understandings of new concepts, enable
students to enjoy their learning experiences, enhance learners’ responsibility
to become productive in the economy, contribute to the well-being of the
social, economic and business community.
Moreover, the lecturer’s ability to distinguish the knowledge base
of his or her teaching lies at the intersection of content and pedagogy in the
respective teacher’s capacity to transform content knowledge into practices
that are pedagogically influential and adaptive to numerous students’ abilities
and backgrounds (Glatthorn, 1990).
Transformations require some
combination effective presentation of ideas in the form of new analogies and
metaphors, instructional selections, adaptation of student materials and
activities that reflect the student’s characteristics of student’s learning
styles and tailoring of adaptations to students in classrooms.
Glatthorn (1990) further emphasized that it is also imperative that
teachers consider the relevant aspects of students’ distinct abilities,
languages, cultures, motivations and prior knowledge and skills that affect
their responses to different forms of representations.
International Education Studies; Vol. 7,
No. 1; 2014
ISSN 1913-9020 E-ISSN 1913-9039
Published by Canadian Center of Science
and Education
An Analysis on the Relationship between
Lecturers’ Competencies and Students’ Satisfaction.
Teaching skills
This suggests that the most significant gains in student
achievement will likely be realized when students receive instruction from
lecturers with good teaching competencies.
Matzler and Woessmann (2010) study the relationship between
lecturer competencies and students outcome.
They discover that the teaching quality is directly related to the
students’ achievement and it is very important for lecturers to develop strong
teaching competencies in order to deliver quality teaching.
One of the lecturer competencies
they specifically mentioned in their study was lectures subject knowledge
because without having subject knowledge, the lecturer is unable to comprehend
the students with relevant knowledge and skills required for that particular
subject.
Therefore, the subject knowledge is essentially important for
lecturers so that students could meet the desired learning outcome and are
satisfied with their learning.
THE IMPACT OF TEACHER COMPETENCE IN
PUBLICAND INDEPENDENT SCHOOLS IN SWEDEN
Eva Myrberg, Gothenburg University,
Sweden
Monica Rosen, Gothenburg University, Sweden
Teaching
method
During the last decades however, a growing body of studies has
revealed considerable differences related to teachers' efficiency in teaching
students. Hanushek (2002) found that having five years of good teaching can overcome
the average achievement difference between low-income students and students
from higher income families. Good teachers can thus make up for the typical
deficits in preparation of students from low-income backgrounds.
EFFECTS OF TEACHERS’ COMPETENCE ON
STUDENTS’ ACADEMIC PERFORMANCE: A CASE STUDY OF IKEJA LOCAL GOVERNMENT AREA OF
LAGOS STATE
BY OMOTERE TOPE N.C.E., B.A. (Ed) JANUARY,
2012
Published Online By: EgoBooster Books
www.omotere.tk © 2012 Omotere Tope
Published By:EgoBooster Books, Ogun
State, Nigeria.
All rights reserved. Identification No:
20 File No: 2011122213
Project Classification: Education
Teaching
method
Competent teachers are the most critical piece in improving
students’ achievement and closing the achievement gap. The single most
important influence on student learning is the quality of teaching, yet most
schools don’t define what good teaching is (Danielson, 2006).
