EFFECT OF TEACHERS’ SELF-ESTEEM ON STUDENTS’ ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN JIBIA LOCAL GOVERNMENT AREA OF KATSINA STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study examines the relationship between teachers’ self-esteem and students’ academic performance in secondary schools within the Jibia Local Government Area of Katsina State. The aim is to determine whether teachers’ self-esteem significantly influences the academic achievements of their students.
The research employs a quantitative approach, utilizing a survey questionnaire to collect data from both teachers and students in selected secondary schools. The questionnaire measures teachers’ self-esteem levels and gathers information on students’ academic performance, including grades and examination results. Additionally, relevant demographic variables such as age, gender, and teaching experience are considered.
The findings of this study contribute to the existing literature on the impact of teachers’ self-esteem on students’ academic performance. The results provide valuable insights into the educational context of Jibia Local Government Area and offer practical implications for improving teaching practices and student outcomes.
The study anticipates that teachers with higher levels of self-esteem are more likely to create a positive classroom environment, exhibit effective instructional strategies, and foster stronger teacher-student relationships. Consequently, students in such classrooms are expected to experience enhanced motivation, engagement, and ultimately, improved academic performance.
The research findings will be analyzed using statistical methods such as correlation analysis and multiple regression analysis to determine the strength and significance of the relationship between teachers’ self-esteem and students’ academic performance.
The implications of this study may inform educational policymakers, school administrators, and teachers on the importance of promoting teachers’ self-esteem and providing professional development programs that focus on self-esteem enhancement. Additionally, the study may highlight the need for creating supportive and conducive environments that encourage positive interactions between teachers and students.
In conclusion, this study aims to shed light on the role of teachers’ self-esteem in shaping students’ academic performance in secondary schools in the Jibia Local Government Area of Katsina State. The findings have the potential to contribute to educational practices and policies that lead to improved teaching and learning outcomes, ultimately benefiting both teachers and students.
EFFECT OF TEACHERS’ SELF-ESTEEM ON STUDENTS’ ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN JIBIA LOCAL GOVERNMENT AREA OF KATSINA STATE, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS