Teacher Mastery of the Subject Matter and Classroom Management Skills as Correlates of Student’s Attitude to Learning in Senior Secondary Schools in Sokoto State
*1Ummulkulthum Abdullahi, 2Bala Bakwai Kwashabawa, and 3S. I. Bashar
*1Department of Educational Management, Faculty of Education, Sokoto State University, Sokoto Email: ummulkulthum@gmail.com
2Department of Educational Foundations, Faculty of Education and Extension Services, Usmanu Danfodiyo University, Sokoto Email: bakwaibala@gmail.com
3Department of Educational Management, Faculty of Education, Sokoto State University, Sokoto Email: mmbashar1984@gmail.com
Abstract
This study examines the relationship between teacher mastery of subject matter and classroom management skills as correlates of students’ attitude to learning in public senior secondary schools in Sokoto State. The study has 2 research objectives, 2 research question and 2 research hypotheses. The study adopts Correlational survey research design of quantitative approach. The population of the study consists of 17,287 students and 3,436 teachers in public senior secondary schools in Sokoto state. Sample size consist of 370 students and 346 teachers total 716 respondents across the six education zones in Sokoto State. Proportionate sampling techniques were used. Two researcher developed instruments were used to collect data for the study: Teacher Mastery of Subject Matter and Classroom Management Skills Questionnaire (TMCQ) and Student Attitude Questionnaire (SAQ). The instruments were validated by experts from the Department of Educational Management Sokoto State University. While test-retest method of reliability was adopted to determine the reliability coefficient of 0.86 for teacher mastery of subject matter and classroom management skills questionnaire (TMCQ) and 0.85 for Students’ attitude towards learning questionnaire (STAQ). The data was analyzed using Pearson Product Moment Correlation (PPMC). Hypotheses formulated were tested at 0.05 level of significance. The findings reveal that there is strong positive significant relationship between teacher proficiency and students’ attitude towards learning in public senior secondary schools. Part of the recommendations states that, teachers should show good mastery of the subject matter in their areas of specialization so as to be able to impart the necessary knowledge to their students which will in turn bring about improved students’ performance. Teachers should develop sound pedagogical attitudes in the three domains of learning so as to enhance the students’ performance.
Keywords
Teacher, Secondary School, Mastery of the subject matter, Classroom management, Students’ attitude to learning
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