Impact of Teacher Education Level, Years of Teaching Experience and Teaching Behaviour as Determinants of Pupils’ Academic Achievement In Integrated Science in Eastern Sierra Leone 2005-2007
DOI:
https://doi.org/10.53819/81018102t4091Abstract
The study investigated “Impact of teacher education level, years of teaching experience and teaching behaviour as determinants of pupils’ academic achievement in integrated science in Eastern Sierra Leone between 2005 and 2007”. A descriptive research type of a survey design was employed for the study. The target population included: junior secondary school pupils, integrated science teachers and integrated science heads of department. Stratified sampling technique was adopted to select the junior secondary schools while purposive sampling technique was used to select sample sizes of 270 JSS pupils, 54 integrated science teachers and 27 Heads of Integrated science Department. The key instrument employed was Self-Administered Integrated Science Questionnaire form (SAISQ).The instrument was validated by a team of science experts in the Department of Science Curriculum Development Centre, Njala University. A reliability coefficient were computed and a Cronbach alpha constant of dependability values of 0.78 and 0.80 were obtained respectively for the instrument. Findings of the study revealed that the highest qualification obtained among the HODs is Bachelor of Science Education degree followed by those with HTC (Primary) and HTC (Secondary) respectively. The study further confirmed that majority of the integrated science teachers obtained HTC (Secondary) and B.Sc Ed. degree respectively. There is clear indication that a very good percentage of Integrated Science teachers of the survey are trained and qualified but they are qualified in other subjects areas, and are found teaching Integrated Science in the schools. There are few teachers trained for the primary schools and are also teaching in the junior secondary schools. Results of the study also confirmed that high concentration of the teachers with experiences fall within (10-14) years. Regarding the extent to which the unprofessional attitude are accepted, the result revealed that teachers conduct or attitude were never acceptable behaviour to the pupils. Based on the findings, the researcher recommended that: Firstly, Government should employ trained and qualified teachers and others with experience in the schools. Secondly, school authorities should ensure that teachers make use of adequate teaching aids and encourage them to improvise equipment where necessary. Thirdly, Government should provide better conditions of service and incentives to retain the existing qualified teachers in the schools. Finally, academic performance of pupils should be a requirement for teachers’ promotion exercise.
Keywords: School, Level, Achievement, Impact, Behaviour, experience
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