Teachers’ Attitude and Professional Qualifications as Predictors of Academic Achievements in Literacy and Numeracy among Preschoolers in Ibadan North, Oyo State
| dc.contributor.author | Evelyn Aisha AKPA | |
| dc.date.accessioned | 2024-06-11T12:24:08Z | |
| dc.date.available | 2024-06-11T12:24:08Z | |
| dc.date.issued | 2023-12 | |
| dc.description.abstract | This study investigated teachers’ attitude and professional qualifications as predictors of academic achievement in Literacy and Numeracy among preschoolers in Ibadan North LG, Oyo state. The descriptive survey research design of the ex-post facto was adopted. The sample were three hundred and ninety five (395) preschoolers and forty eight (48) preschool teachers. Teachers’ Attitude and Professional Qualifications Questionnaire (TAPQQ) gave r value of .808; KR21 gave a value of .765 for the Literacy and Numeracy Achievement Test (LNAT). The findings showed the overall attitude score in private schools, that 70.0% of teachers had a poor attitude, while 30.0% had a good attitude; while in public preschools (83.3%) was poor; while 16.7% was good. Most public preschool teachers (77.8%) had experience of 21 years and above; while only 10.0% of the private preschool teachers had same years of experience. The teachers in both public and private preschools had engaged in continual professional development of which 83.3% were from private schools and 72.2% were from public schools (P>0.05). Literacy (B = 1.89 with a p-value <0.001) shows the joint prediction of teachers’ attitude was significant at p<0.01; B = -0.74 with a p-value=0.22 indicated the joint prediction of professional qualification was not significant at P<0.01. Numeracy (B = 1.19 with a p-value <0.001) indicated the joint prediction of teachers’ attitude was significant at p<0.01; while B = -0.17 with a p-value=0.76 indicated the joint prediction of professional qualification was not significant at P<0.01. Based on the above, it was recommended that local educational authorities should implement policies aimed at equalising access to resources and educational opportunities; teachers’ training and professional development programmes that focus on building positive attitudes should be promoted. In conclusion, there is need to address the issue of disparities in teaching between private and public schools. Keywords: Teachers’ Attitude, Teachers’ Professional Qualifications, Academic Achievement, Literacy and Numeracy, Preschoolers Word Count: 297 | |
| dc.identifier.issn | M.ED | |
| dc.identifier.uri | https://repository.lcu.edu.ng/handle/123456789/511 | |
| dc.language.iso | en | |
| dc.publisher | Lead City University | |
| dc.relation.ispartofseries | M.ED | |
| dc.subject | Teachers’ Attitude | |
| dc.subject | Teachers’ Professional Qualifications | |
| dc.subject | Academic Achievement | |
| dc.subject | Literacy and Numeracy | |
| dc.subject | Preschoolers | |
| dc.title | Teachers’ Attitude and Professional Qualifications as Predictors of Academic Achievements in Literacy and Numeracy among Preschoolers in Ibadan North, Oyo State | |
| dc.type | Thesis |