An assessment of the relationship between teacher attitude and students’ interest in learning in secondary schools in Fika LGA, Yobe State
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Background of the study
Teacher attitude is widely recognized as a pivotal factor in influencing students’ interest and engagement in learning. In secondary schools in Fika LGA, Yobe State, the demeanor, enthusiasm, and overall approach of teachers have a direct impact on how students perceive education and their willingness to participate actively in classroom activities. Positive teacher attitudes, characterized by patience, encouragement, and a passion for the subject matter, can inspire students to take an interest in learning and achieve higher academic outcomes (Ibrahim, 2023). Conversely, negative attitudes, such as indifference or rigidity, may lead to student disengagement and a diminished interest in academic pursuits. The educational landscape in Fika LGA has been marked by challenges including a shortage of qualified teachers, limited professional development opportunities, and varying levels of teacher motivation. These factors collectively affect the teacher-student dynamic and, subsequently, students’ enthusiasm for learning.
Recent studies have emphasized the importance of fostering positive teacher attitudes to create a supportive and stimulating learning environment. Schools that invest in teacher development programs and encourage a collaborative approach to teaching have reported increased student participation and improved academic performance (Abdulrahman, 2024). In Fika LGA, there is growing concern that negative teacher attitudes may be contributing to a decline in students’ interest in learning. The challenges faced by teachers, including heavy workloads and limited resources, can exacerbate stress and reduce their ability to engage with students effectively. This study seeks to assess the relationship between teacher attitude and students’ interest in learning, exploring how teachers’ behaviors, communication styles, and classroom management practices influence student motivation. By focusing on secondary schools in Fika LGA, the research aims to provide empirical evidence that can guide the development of targeted interventions to improve teacher-student interactions and foster a more engaging educational environment. Through a comprehensive analysis of qualitative and quantitative data, the study will identify key areas where teacher attitude impacts learning interest and propose strategies to cultivate a positive classroom atmosphere that enhances student engagement and academic success (Abdulrahman, 2024).
Statement of the problem
In secondary schools in Fika LGA, Yobe State, a prevailing issue is the apparent disconnect between teacher attitudes and students’ interest in learning. Many educators in these schools exhibit behaviors that inadvertently dampen student enthusiasm and engagement. Reports from various schools indicate that teachers who demonstrate a lack of passion or appear disinterested in their subject matter contribute to a classroom environment where students become passive and unmotivated. This problem is further compounded by external factors such as inadequate teacher training, high student-to-teacher ratios, and limited resources, which may lead to teacher burnout and negative attitudes. The resulting decline in student interest in learning manifests in lower academic achievement and reduced participation in classroom discussions and extracurricular activities. Despite initiatives aimed at improving teacher professional development, there remains a significant gap in understanding the direct relationship between teacher attitude and student engagement. The current disciplinary and pedagogical approaches do not adequately address the subtleties of teacher-student interaction that influence learning interest. As a result, schools in Fika LGA face challenges in maintaining an environment that stimulates active learning and fosters academic curiosity. The need for a systematic investigation into this relationship is evident, as it would provide insights into effective strategies for enhancing teacher attitudes and, consequently, boosting student interest in learning. This study seeks to address these issues by examining the specific teacher behaviors that contribute to student disengagement and identifying potential measures to counteract these negative effects (Ibrahim, 2023).
Objectives of the study
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To examine the current teacher attitudes in secondary schools in Fika LGA.
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To determine the relationship between teacher attitude and students’ interest in learning.
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To recommend strategies to enhance teacher attitudes for improved student engagement.
Research questions
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What are the prevailing attitudes of teachers in secondary schools in Fika LGA?
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How does teacher attitude affect students’ interest in learning?
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What strategies can be implemented to improve teacher-student interactions and student engagement?
Research Hypotheses
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Positive teacher attitudes are positively correlated with increased student interest in learning.
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Negative teacher attitudes adversely affect students’ engagement in classroom activities.
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Professional development for teachers will improve their attitudes and, in turn, enhance student interest.
Significance of the study
This study is significant as it investigates the direct relationship between teacher attitudes and student interest in learning, providing valuable insights for educators and policymakers in Fika LGA. The findings will help in designing targeted professional development programs that encourage positive teacher behaviors, thereby enhancing student engagement and academic performance. By addressing the root causes of teacher disinterest, the research contributes to creating a more dynamic and effective educational environment (Abdulrahman, 2024).
Scope and limitations of the study
This study is limited to secondary schools in Fika LGA, Yobe State, focusing solely on the impact of teacher attitude on students’ interest in learning. It does not consider other extraneous factors such as home environment or curriculum design.
Definitions of terms
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Teacher Attitude: The disposition and behavior exhibited by teachers in their professional conduct and interaction with students.
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Student Engagement: The level of interest, enthusiasm, and active participation of students in the learning process.
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Professional Development: Training and educational programs aimed at enhancing teachers’ skills and effectiveness.
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