INFLUENCE OF TEACHER CHARACTERISTICS ON SCIENCE TEACHER EFFECTIVENESS IN EKITI STATE SECONDARY SCHOOLS

Abstract

The study examined the influence of teacher characteristics on science teachers’ effectiveness in secondary schools in Ekiti State. The study adopted a descriptive survey research design. The population consisted of all the 1,563 teachers teaching science subjects (Biology, Chemistry and Physics) in all the 179 public senior secondary schools in Ekiti State of Nigeria. The sample for the study consisted of 315 science teachers selected using multi-stage sampling technique. One instrument titled: Teachers Self-Report Inventory (TSRI) was used for the study which was subjected to validation by experts in science education and tests and measurement. The reliability of the instrument used for the study was determined using Test-Retest Method which yielded reliability coefficient of 0.85 which was considered high enough for the study. Data collected were analysed using both descriptive and inferential statistics at 0.05 level of significance. The findings of the study showed that there was significant influence of subject specialization on science teachers’ effectiveness in secondary schools(F_cal=3.465; F_{table =} 3.07)  and there was a significant multiple correlation between the predictor variables (lesson preparation(? = 0.146), lesson presentation(? = 0.052), teacher assessment skills(? = 0.230), teachers’ qualification (? = 0.433), classroom management skills, teaching experience(? = 0.041) and teacher gender(? = -0.025)) and science teachers’ effectiveness in secondary schools in Ekiti State. It was recommended that physics teachers should be advised to consider the nature of the subject and be more patient while teaching. Government should employ only qualified teachers to teach science subjects in secondary schools.