TEACHER CAPACITY BUILDING AS CORRELATE OF STUDENTS' ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS IN AWKA EDUCATIONS ZONE OF ANAMBRA STATE
Abstract
In this research, the investigator examined the relationship between teacher capacity building and students' academic performance in secondary schools located in the Awka South Education Zone of Anambra State. The study was guided by two research questions and two corresponding hypotheses. Employing a correlational research design, the study utilized a relational approach that involved a simple linear method. The population consisted of 32,195 students in Senior Secondary 1 to 3 from 71 public senior secondary schools across five Local Government Areas within the Awka South Education Zone. A sample of 369 Senior Secondary 2 students from 60 public secondary schools was selected using purposive and proportionate random sampling techniques. To gather data, a structured rating scale comprising 32 items, titled "Areas of Teacher Capacity Building Scale (ATCBS)," and a 30-item assessment known as the Economics Achievement Test (EAT) were validated by three experts—two specializing in educational management and planning, and one in educational measurement and evaluation from Peaceland University, Enugu (Awka Study Centre). The reliability coefficients for the ATCBS and EAT were determined to be 0.76 and 0.71, respectively, using Cronbach's alpha and Kuder Richardson (20) statistics. The data collected were analyzed using Pearson's correlation coefficient to address the research questions, while the hypotheses were tested through t-test significance of correlation at a 0.05 level of significance. The findings revealed a strong positive and significant correlation between teacher capacity building in subject knowledge and students' academic achievement, as well as a similar relationship between teacher capacity building in teaching skills and students' academic performance. In light of these results, the study recommended that teachers should continuously enhance their subject knowledge through ongoing training, including on-the-job supervision and various in-service training programs.References
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