WORK ENVIRONMENT AND TEACHERS TEACHING METHODS AS DETERMINANT OF SECONDARY SCHOOL STUDENTS ACADEMIC PERFORMANCE
Format: Ms Word Document| Pages: 79|Price: N 3,000| Chapters: 1-5
The effectiveness teaching or teachers characteristics are: “lesson clarity, instructional variety, teachers task orientation and engagement in the learning process and student success rate” (borich2000) the effective teacher in inductive classroom possesses such characteristics as: efficient use of time: good relationship with students: provide positive feedback; has a high student success rate; and in general provides support for the students with and without disabilities (Larrivee, 1985).
Teaching methods in classroom influences students‟ learning, the most important teaching methods of qualitative teachers are the ability individualizes instruction effectively, which would be good knowledge of pedagogy. Teaching secondary school requires a variety of teaching methods to address different learning levels, styles and intelligence of students. Some of the most important teaching methods for secondary schools include proper classroom management, motivation and a welcoming classroom environment plus a curriculum and activities that address a multitude of learning styles.
Certification is a measure of teacher’s qualifications that combines aspects of knowledge on the subject matter, about teaching and learning. Lassa (2000) and Guga (1998) claimed that “education cannot be provided by just anybody, it requires a teacher who plans and delivers the lessons or instruction in such a way that objectives can be achieved. An uncertified teacher cannot prepare students for WASCE/NECO because it is unlikely that they could pass”. However the introduction of the teachers‟ registration council (TRC) by the federal government is a landmark for the certification of teachers. Teacher certification as a signal of teacher quality that has been investigated at various levels, including full standard certification, emergency certification, advanced or national board certification, and subject-area certification is either unrelated or positively related to student achievement (darling – Hammond, 2000; darling – Hammond, Holtzman, Gatlin & Vasquez Heilig, 2005), other research shows that emergency certification is generally either unrelated or negatively related to student achievement. In particular, one study (Betts et al 2003) suggest that teacher with emergency certification negatively influence middle and high school student achievement.