Gender influence on Academic Achievement of senior secondary school students in Sokoto metropolis
We give thanks to almighty Allah for sparing our lives and bestowing us aith the wisdom and Courage to undertake the writing of this work.
This program gai bo job but happily it is worth all the effort put into it Our special phanks go to Our supervisor Mal. Abubakar Ibrahim For the guidance. supervision and arin ution he gave to us from initial to the completion of this work.
In the same way our sincere thanks go to the following our parents lecturer! classmates and friends.
Finally. our special thanks go to members of our families
Gender influence on Academic Achievement of senior secondary school students in Sokoto metropolis
TABLE OF CONTENTS
| | Background to the Study 1.2 Statement of the Problems
1.3 purpose of the study 4.4 Research Question §.5 Research Hypothesis 16 Significance of the Studies 17 Purpose of the Study 1.8 Scope and Limitation of the Study 19 Operational Definition of Terms 2 10 Summary of Chapter one CHAPTER TWO: LITERATURE REVIEW
2 ih *
22 The evacept of attitude 2 t The aeture and characteristic of atutude 2 4 The component of atuttude 2? < Measurement of attitude 2 © Professional attitude of teacher 2 7 Poor professional attitude of teacher in Nigeria 2 8 Factor contributing to poor teacher attitude in Nigeria 2 9 The effect of professional attitude on teacher performanc 2.10 On overview of teacher training in Nigeria 2.11 The role of teacher training in developing professional ai CHAPTER THREE: METHODOLOGY 3.1 Introduction 3.2 research design 3.3 population of the study 3.3 sample and sample techniques 3 4 Instrumentation
.5.1 Validity of the instrument
5 2 Method of data analysis
MAPTER FOUR: PRESENTATION AND ANALYSIS
KU Ritroduction 22 Lo Date presentation 22 &t Posting Avpothesis 31
CHAPTER FIVE: SUMMARY CONCUSSION AND RECOMMENDATION
§ t Inroduction 33 § 2 Summary 3 5 * Cunclusion 3 5 4 Recommendations Appendix
CHAPTER ONE INTRODUCTION
hb Gackgraund te the atudy Bducatian t conveived aaa powerful (oul that le capable of changing the
cultural and soole-evonamie fife af a nation Thu, one of ite alae is ta bel about
desirable changes in leamera with respest to knowledge, akilla and attitudes such that they are adequately equipped to performing thelr dynamic roles in a dynamic gocrety (Hussain, 2004), The ever widening gap, in terma of development, between
developed and developing nations le intricately rooted In differences in thet developunent in tenns of education (Ejlma, 2012) Hence, Belagall (2011) posits
that educatian ig a matter of national Importance, end an indispensable agency in
the difficult task of nation building. The educational system la made up of many components, A burgeoning
research base, however, has increasingly shown that the teacher is the most principal component of any pedagogical programme (Nye et al2004; Akbari and Alivar, 2010; Yaro and Okoli-Manson, 2011; Abe and Adu, 2013 and). The
National Policy on Education of Federal Government of Nigema (2006), acknowledges that no education system can rise above the quality of teachers in the
system. This strongly affirms the relevance of teachers in the education of the nation.
The role of teachers in the society transcends the educational sector. This is obvious in the fact that all professionals in every sector are made by teachers (Adeoye, 2014). In view of this, Maliki(2013) opines that the taining and preparation of teachers for their job should earn the priority of every nation. Teaching is a challenging profession, and as such, only teachers who are adequately prepared can purposefully discharge their duties towards achieving Ration building; this adequacy, according to Arshad (2001) entails development of
professional skills and positive attitudes towards the profession.
A profession has been defined aa an ovcupation or vocation that requires qqeveal akilla, knowledge of some department of learning and qualifications to do, gepeceally one with high social status (Okemakinde of a/, 2013). Attitude is 6 compen paychological construct, which according to Hussain (2004) is a leaned predeapoeetion oF tendency to respond consistently in a favourable or unfavourable wey wowards certain idea, object, person or situation, Professional attitude, by erapaladon, is a predisposition, feeling, emotion, or thought that upholds the jdeals of a professian and serves as the basis for professional behaviour (Hammer, 2000 and Hussain, 2004),
One’s attitudes affect one’s social perception and behaviours. It has been shown that professional attitude of members of a profession is one of the most uaportant factors to the success or failure of that profession (Clakir, 2005). Gamularty, in education, whether educational objectives will be achieved or not depends largely on the professional attitude ofteachers (Maliki, 2013).
Smith (1990) posits that teachers’ personality in the attitudinal sense is a significant factor in teachers’ behaviour, which has great impact on students’ achrevements. Findings from a study conducted by Ahmad et ai, (2013) reveal that there is a close relationship between teachers’ professional attitude and their performance: teachers who possess professional and interpersonal skills are more effective in their classrooms in terms of modifying students’ attitudes and behaviour; teachers who are motivated towards their profession, punctual to class, tespect their students and their colleagues participate in school activities with enthusrasm, and show care to their students and colleagues perform better im the waching-learning processes than those with negative attitudes.
The relevance of professional attitude of teachers in achieving educational ‘ebwetves, as seen $0 far, brings to bear the need of tailoring teacher trairang suct tha. positive professional attitudes are inculcated im the prospective teachers. Thr
yo even more important in a country such as Nigeria where the teaching profession je replete with teachers who are not motivated and have no sense of personal fulfiiment in the noble profession; teachers who are only at the teaching job til they find the so called greener pasture (Ejima, 2012, Ehiozuwa, 2011). Reasoning gorrectly into this matter, Umar U, (2004) counsels that teacher education in Nigeria must go far beyond equipping the would-be teachers only with knowledge of specific discipline and professional skills; rather, it must also reach to creating on the part of the student teacher, a complete professional attitude.
1.2 Statement of the problem
There has been a move for professionalization of teaching worldwide, with a substantial theoretical and practical shift of emphasis towards the quality of teacher who is the most principal component of any pedagogical programme (Akbari and Allvar, 2010; Uzuezu, 2013). In Nigeria, a quantum leap in this positive direction was achieved when the Teachers Registration Council of Nigeria Act 31 was enacted in 1993, after several decades of agitation by teachers and other stakeholders (Akuezuilo and Akudolu, 2006). The Teachers Registration Council of Nigeria (TRCN) is the body charged with the responsibility of setting professional standards for teachers in the country; it is also entrusted with the responsibility of regulating and controlling the teaching profession in all its aspects and ramifications. Akuezuilo and Akudolu, (2006) affirm that the agency, since its establishment, has been working towards refining the teaching profession in the country. This however, does not undermine the fact that the Council still has a long Way to go.
In upholding the quality of teachers in Nigerian schools, the TRCN (2010) has debarred anyone (including graduates and Higher Nation Diploma holders in discipline other than education) who has not hed, at least, the minemurs teacher Qualification of Nigerian Certificate of Education (N.C.E.) fron the nghts and
Moreover, teachers’ attitudes influence the behaviour of their students (Trip, 1097). The Shehu Shayari College of Bducation is one of the major institutions where teachers are trained in Sokoto State. The school has been running the professional Diploma in Education aince 2005/2006 academic session, yet ng esearch has been done to evaluate the effectiveness of the training in developing professional attitudes in the teacher-trainees. Hence, whether the training is effective or not, still remains an absolute conjecture. It is the need to evaluating gus programme of teacher training that has informed this research. j.3 Purpose of the research The purpose of this study is to examine the effectiveness of teacher training jn developing professional attitude among students of Professional Diploma iny fducation of Shehu Shagari College of Education, Sokoto. 1.4 Research questions This study shall address the following research questions: i. What is the main motivating factor propelling students to enroll for the Professional Diploma in Education? 2. How well has the professional training fostered love for the teaching profession among the students? 3. What are the specific outlooks of the students toward teaching as they near the completion of the professional training? 1.5 Research Hypothesis Based on the research questions above, the following hypothesis is formulated. The Professional Diploma in Education (P.D.E) of the Shehu Shagari College ef Education, Sokoto, do not have significant influence on the attitude of P.DE students towards teaching profession.
1 6 Significance of the research This study seeks to evaluate the effectiveness of teacher traming i
developing professional attitudes among P D.E. students of Shehu Shagari College
of Education, Sokoto. Hence, its findings will be relevant to Shehu Shagan College
ot Education management to evaluate the efficacy of the programme m achieving
she objectives for which it was initiated. After this evaluauion, immediate or long
germ reform of the programme, in terms of its nature, scope and duration may be
undertaken to enhance the efficacy of the training in meeting the objectives of
yeacher education in the country, Also, results from this study may bring what w
mind the need for more funding and provision of more infrastructures to make the
gaining more effective. Finally, data obtained from this research may serve as
spnngboard for other relevant researches.
1.7 Scope/Delimitations of the study
This study is centered on Shehu Shagari College of Education, Sokoto. 2 is
Lmited to the effectiveness of the Professional Diploma in Educstion (P.D.E.)
programme in developing professional attitude among the prospective
professional teachers undergoing the programme.
J.g Operational Definition of Terms
Profession: A profession has been defined as an occupation or vocanon Wy requires special skills, knowledge of some department 4g learning and qualifications to do, especially one with biA, social status. (Okemakinde et al, 2013).
A ede: According to (Hussain, 2004) is a leaned predispositon tendency to respond consistently in a favourable |,
unfavourable way towards certain idea, object. persam p situation.
CHAPTER TWO REVIEW OF RELATED LITERATURES
fetredaction Thus study focuses on evaluating the effectiveness of teacher traimng in professional attitude of prospective professional teachers undergoing pe prefesnonal Diploma in Education (P.D-E.) programme of the shehu Shagari nghege ef education, Sokoto. Accordingly, literatures related to teaacher traning ga pofesmonal attrtude were reviewed under the following headings: the concept fi made, the nature i characteristics of attitude, the components of attitude, pexcemem, Of attitude, professional atutude of teachers, poor professionad gic of teachers m Nigeria, factors contributing poor professional attitude of gases m Nogeria, effect of professional attitude on teachers performance, an pervew of teacher training in Nigeria and the role of teacher training in gevclopang professional attitude of teachers.
Bessam, (2004) argues that the destiny of every nation lies in the classroom geomee beremn, the future of a nation is molded. This implies that teachers, who are ge eepmuzers and managers of the classroom, are mostly Donsible for the fisure sé ewesy nation. Teachers, therefore, shoulder a lot of sensibilities, and m order wo ix fos this arduous task, they must be adequately equipped to bring out the best um fee learners; they should develop necessary knowledge, skills and attitude w sxfemamg their duties by putting into consideration students’ vaned sesyucrases. Value is more comprehensive than attitude, having implications ava honesty, desirableness and moral dimension; values represent the beliefs wet whether situations involving contrary behaviours are preferred exther wividuaily or socially (Robbins, 1994). Atutude is not exactly the same as beliefs. Searls constnae a network ef constant feelings which is made up of dividuals’
_septens and definitions about certain aspect of thew world, jm moet eases,
CHAPTER TWO REVIEW OF RELATED LITERATURES
fetredection Tis study focuses on evaluating the effectiveness of teacher traimng in professional attitude of prospective professional teachers undergoing pe Professonal Diploma in Education (P.D.E.) programme of the shehu Shagari oes of educauion, Sokoto. Accordingly, literatures related to teaacher training gf pofessonel antitude were reviewed under the following headings: the concept f sunade. the nature i characteristics of attitude, the components of attitude, pascememt of attitude, professional atutude of teachers, poor professional gaede of teachers in Nigeria, factors contributing poor professional attitude of yaaess m Nigeria, effect of professional attitude on teachers performance, ast werccw of teacher training in Nigeria and the role of teacher training is geepang professional attitude of teachers.
Hussam, (2004) argues that the destiny of every nation lies in the classroom geomet herem, the future of a nation is molded. This implies that teachers, who are we eepmuzers and managers of the classroom, are mostly Donsible for the fisure @ ewsry sation. Teachers, therefore, shoulder a lot of sensibilities, and m order to se ix for ths arduous task, they must be adequately equipped to bring ous the best 2 fe learners, they should develop necessary knowledge, skills and attitude wo sxlecamg their duties by putting into consideration students’ vaned Sesyacranes. Vajue is more comprehensive than attitude, having implications ava honesty, desirableness and moral dimension; values represent the beliefs tdrndeally or socially (Robbins, 1994). Attitude is not exactly the same as beliefs. bece% constitute a network of constant feelings which is made up of mcividuals’ wecepheus and definitions about a certam aspect of they world, in most ¢ases,
petiedt wre the source of person’s principles, but when such a person want te gcioet fus-her beliefs, heshe reveals them through Ais/her attitudes and
penaviours (Fren, 2000). g.aTre Concept of Attitude Attitude is a complex psychological construct that has been defined in many
ways According to Tokito (1999), the term refers to a tendency which is attributed jo the individual, and which forms his/her thoughts, feelings and behaviours about s psychological object. Robbins (1994) defines it as evaluation statements, eithef positive or negative, about objects, people or events, and that it expresses how af} jaividual feels about something while Hussain (2004) defines the term as # jamed predisposition or tendency to respond consistently in a favourable ot ynfavourable way towards certain idea, object, person, or situation. In social psychology, attitude is used to describe the human behaviour. Social scientists usé the concept of attitude as the cause of one’s action towards another person or an object. In fact, attitude is the very important concept of social psychology that helps to explain the consistency of a person’s behaviour (Hussain, 2004).
Attitude is similar to opinions, values and beliefs, yet, it is different from any of them. Opinions differ from attitudes in terms of the degree of generalization and measurement technique. While opinions are personal reactions to certain events or situations, attitudes are more general in terms of their effects in an individual’s reactions to a group of events at a larger-scale (Tezba§aran, 1997). People are aware of their opinions, but they may not be aware of their attitudes. Value is more comprehensive than attitude, having implications about honesty, tesirabieness and moral dimension; values represent the beliefs about whether situations involving contrary behaviours are preferred either individually or werally (Robbins, 1994). Attitude is not exactly the same as beliefs, Betief
‘onstitate network of constant feelings which is made up of indinduale
percephions and definitions about # certain aspect of their world, in mow cases, petsts are the source of @ person’s principles, but when such @ person wants tg pactose his/her beliefs, he/she reveals them through hissher atutudes and pehaviours (Eren, 2000).
4.3 The Nature and Characteristics of Attitude
There ia harmony among Social Psychologists that attitudes ere not innate, gather, they are Jeamed or acquired, and are permanent like all other leaming (Utsuner, 2009). The leaming of attitudes occurs in the society both formally and formally, Apple, (1983), cited by Hussain (2004) explained the process of scquinng attitudes as an important outcome of life-long leaming and maturation in interaction with the environment. An individual’s attitude can be influenced by group norms. A research conducted by Bachrach (1972) on auto kinetic movement, as cited by Hussain (2004) has revealed much about the social phenomenon of attitude. The research demonstrated that under conditions of group work, one’s attitude can be modified and compelled in the direction of the group.
Another important characteristic of attitudes is that they are inter-linked. ithin the frame work of an organized and unified mental set, attitude is ierarchical and collateral in nature. Mental set, in this context, connotes the.
‘ous or unconscious factors which steer volitional processes (Hussain, 2004). given attitude may determine responses to a number of objects in particular ‘tuations, and in turn, be determined by a number of different attitudes.
Lastly, Attitudes cannot be observed directly, rather, representing & lendency, they can be inferred from the observable behaviours of the individual FSakalh, 2001).
24 The components of attitude
Attitudes are formed with three components. These are: cognitive,
chavioural and affective components, The cognitive component of sttitude consist 2
the teacher: the effective teacher demonstrates care and kindness to students and polleagues, shares responsibility in the classroom as this allows students a level of freedom to participate in class activities; sympathy and sensitive to the diversity of gudents such that the students feel valued and accepted; fosters individualized pstruction to meet specific needs of each student; stimulates creativity amongs* judents. Similarly, Tiberghien (1993) affirm that professional attitudes of teacher$ ppst bring about effective learning include the following:
, Encouraging constant contact between students, teachers and parents.
y. Developing reciprocity and cooperation in the process of education.
5 Promoting and practising active learning
4 Providing prompt and practicable feedback
5 Better planning and time management
6. Clear and to the point communication
7. Respect and care for every one
g. Identifying diversity in learning and using deferent styles of teaching to effect jearning.
The attitude of teachers plays a fundamental role in shaping the behaviours of teachers. Teachers who have developed positive attitude have @ sense of personal fulfilment in the profession. Such teachers keep direct relationship with other teachers, students, parents, communities and the society at large; they do nat hesitate to share their experiences with their colleagues; rather, they seek guidance from, and provide support to others in the field of education; these teachers
Consider themselves as guides, coaches and leaders in the process of teaching and teaming (Ahmad etal, 2013).
Attitude of teachers have been determined to be influenced by gender
Ibrahim and Emad (2003) found that female teachers have more positive
tudes towards teaching profession as compared to male teachers. Sunulasly 4
dene by Huanain, Ali, Khan, Ramzan and Qadeen (2011) revealed that the fomel¥ sevendary echool teachers have more positive attitude towards the ae compared to the male secondary school teachers. They went further posit that this may be as a result of gender serotypes. 3. 7Pver Professional Attitudes of Teachers in Nigeria
The teaching profession in Nigeria is no longer what it used to be because # pao fost the respect of the Nigerian society (Akbulut and Karakus, 2010). In the pant teachers were exemplary and conferred with high moral, social, economic ané intellectual standards. However, today, the profession has lost its glory, and is peing ridiculed (Ciwar, 2011). Wokocha (2002) notes that many youths now manifest aversion for teaching as a career, and that the students in other faculties is she universities regard their counterparts in the Faculty of Education as pursuing career that leads to lifetime poverty.
Many teachers in the country do not find self fulfillment in the teaching profession, they shy away from being called teachers, ridiculously, those who wach in tertiary institutions would rather prefer the title ‘Lecturer’ to ‘Teacher’ (Ciwar, 2011). Also, there is a collapse of high moral standard in the profession gs some teachers are now guilty of bribery, sexual abuse of students, colluding in examination malpractice, tribalism, nepotism and religious sentiments. These negative attitudes hinder the objectives of education from being realized in the country,
28 Factors Contributing to poor Teachers’ Attitude in Nigeria
A research conducted by Flores (2001) indicates a number of factors
“egering negative attitudes among teachers: socio-political control exisnng ever and the profession, poor remunerations of teachers in the face econceme poor working environment such as overcrowded classes and breech of
ation within the school were identified. in Nigeria, today teachers are
All the Role of Teacher Training in Developing Professional Attitudes ef
Teaching is a very demanding profession. The task of training would eachers is even more demanding, Their profession demands that teacher clear set goals, love the job and develop the most favorable attitude toward teaching, teachers are expected to use the best strategies and methods tothe dynami¢ gemands of their career. Hussain (2004), in this perspective remarked that teachef gaining institutions should make painstaking effort equip the prospective teachers, pot only with teaching skills but also, promote positive professional attitude among them.
According to Oyekan (2006), teacher education should produce qualified professional teachers (in skills and attitude) that can adjust changing needs ° students and developmental prospects of the modern Similarly, Umar and Uma 2004) emphasized that the education of teacher must, among other things, creat on the part of the student teacher a complete professional attitude which includ love for the profession, devotion to duty upholding the worth and dignity of the fession.
Like Umar and Umar (2004), Akbulut and Karakus (2011) affirm th
her training programs have a major role in forming the pre-service teache inking towards the teaching profession. For this reason, the contents Ogical courses taught should guide teacher trainees to develop positi ttitudes towards teaching profession. When pre-service teachers develop the itive attitudes, they will develop creative thinking, motivate their students mx ‘ly, and adapt their verbal and non verbal messages in the best interest of th ents (Celikoz and Cetin 2004). For this reason, teacher training should ged to cultivate positive attitudes in teacher
Introductions chapter presents the method end procedures used for this study. ht zscuses the research design, study population, samples and sampling techniques, psumentanon, and validity of the instrument and methods of data analysis. sinesearch Design The research design for this study was factor analysis research design. ator analysis study was preferable because it permits the researcher to study the possible effects of variables that are difficult to manipulate. Factor analysis look ‘gc differences as against correlation studies that look for relationship. Since the problem in focus was rather concerned with conditions that existed, practices that prevail, belief point of view and attitudes that were held, effects that were being fet and trends that were developing in this area of study the design was suitable. in the interaction and relative contributions of each of the factors affecting professional attitudes among students of Professional Diploma in Education PDE) could easily be explored using this design. The study was therefore set ta ‘fy, analyze, and suggest solutions to peculiar factors militating agains “attitudes among students of Professional Diploma in Education (PDE) Shehu Shagari College of Education, Sokoto. “Population of the Study
The population of this study comprises students of Professional Diploma ik of the Shehu Shagari college of Education, Sokoto. The population
was based on 2017/2018 academic session. . They are three hundred am four (344) in number, including males and females (Source: Registr) ‘éssional Diploma in Education, Shehu Shagari College of Education, Sokoto)
were tentatively drawn up on effectiveness of teacher training in developing fessional attitude among the students. items were taken to two experienced, experts in education and research Based the 15 constructed items (questions) some modifications were made whicis aoreased the original 15 items to items. The statements were accorded weights of 3, 2 and 1 for positive items and the reverse for negative items. This is if ‘eement with “Strongly Agree (SA)”s “Agree (A)”, “Disagree (D)”, and strongly Disagree (SD)” responses respectively. Finally, the instrument was further validated by subjecting the data obtained with factor analysis and reliability analysis. The factor analysis wasbased on the arimax rotation option (Okon, 2013). Those items which did not clearly state any ore on the total scale were eliminated. 5.2Methods of Data Analysis The instruments used in data collection were questionnaire given to some rofessional Diploma students in Shehu Shagari College of Education. 100 uestionnaires contain 16 items were administered. Out of the 100 questionnaires, nly 96 questionnaires were found valid. So 96 valid questionnaires were retrieved ‘m the respondents, and the analysis of this research was based on 96 retrieved vestions. The retrieved questionnaire was 96% while the lost number was 4%. “gard to this research a frequency distribution and a simple percentage technique used in presenting the data, so as to assist in making the finding easily ‘good.
DATA PRSENTATION AND ANALYSIS 1 jutroduction This chapter shows the result of the research and Its analysis. The central yn of the research is to give a brief interpretation of the raw data from sample yveys prepare input and further processed it as a means of preparing them for ner stages of analysis, and testing of the hypothesis formulated in chapter ones at is to determine whether the attitude among students of Professional Diploms . Education do have any significant impact towards teaching profession.
The professional Diploma in Education (PIE) Programme of Shehu Shagars sev of Education Sokoto do not have significant influence on the attitude of oon Diploma in Education students towards teaching profession. To test this hypothesis, the t-test was used. Table 6-21 shows the positive aorements negative statement results. The calculated values oft for positive are 19.58% 50°e, 28.13%, 46.87%, 34.38%, 33.33%, 62.50%, 65.62%, 51.04%, pr and 47.92%. The above observed value oft was 25% % was observed tha calculated values above are greater than the value of 25% required fot ‘ficance of 5% confidence limit, therefore, the null kypothesis was rejected. ‘ means that there is significant positive influence of Professional Diploma ” dycation (PDE) students towards teaching profession. Range = 28.13% wo 65 gn average of 45.57%.
CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATIONS
i This study was carried out in order to find out the effectiveness of teacher
ining in developing professional attitude among students of Professional
piploma in Education,Shehu Shagari College of Education,Sokoto.This chapter # grided into the several headings which include the following.
2 Summary of the Major Findings The reason for carrying out this research work is to evaluate thre tiveness of teacher training in developing professional attitude among students
wef Professional Diploma in Education in Shehu Shagari College of Education. 4 lot of related literatures were reviewed in the course of the study in order to acces6
she views of various authors on attitude itself. In view of the statement above, the following was reviewed: the concept of
gttude, the nature and characteristic of attitude, components of attitude, geasurement of attitude, professional attitude of teachers in Nigeria factors
gontributing to poor teachers attitude on teachers performance, an over view of gachers training in Nigeria, the role of teachers in developing professional attitude
of teachers. This study raised research questions and hypothesis with the purpose of
sessing the effectiveness of teacher training in developing professional attitude mong students of Professional Diploma in Education (PDE) in ShehuShagan College of Education. A total sample of 100 questionnaires was distributed among Professional Diploma in Education student in 2017/18 session. From the findings, * was noted that majority of the Professional Diploma ia Educates students, ‘hich fails within the range of strongly agreed and agreed has a total sam of 74 “pondents, loved teaching as their hobby. Teaching w a hving profession, Befor
we discovered that only trained teachers should do the teaching yob
I einalty it was diecovered that the PDE programme is necessary for teachery
” yd prospective teachers who already hold B Sc, B.A or HND. jNCLUSION
en the summary of the findings, the following conclusions are drawn; pecturing in higher Institution to teaching in primary and secondary schools was not @ factor that influences teachers’ attitude positively but the hobvy for the profeasion, since it all deals with the tutors and learner.
Teachers and prospectiveteachers proofthe statement “I will quit teaching if t gecure a better job” ls wrong. That to quite teaching if better job comes was never a negative influence.
y Teachers of Professional Diploma in Education students still have wrong attitude towards teaching professional; as some still would not prefer teaching in primaryand secondary schoolsevenif the salaries are harmonized. As eresult they prefer teaching less to other profession.
«RECOMMENDATION Based on the findings, the following recommendation should be put into deration:
| There should be provision of adequate incentives to boast teachers’ interest for effective teaching and learning.
2. There is need for the programme to continue to eradicate certain ignorance ebout teaching profession as regards to teachers’ attitude,
} All teachers and prospective teachers without teaching qualification showk be mandated to obtain the qualification. This would enhance development ¢ positive attitude towards the profession.
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