Background to the Study
The word “competence” originally appeared in a 1959 paper written by R. W. White, who used it to describe a notion for motivating performance. Over time, other academics have embraced the word “competence” and have begun to use it themselves (Darling Hammond, 2006). The term “competence” is defined by some scholars as a combination of practical and theoretical knowledge, cognitive skills, behavior, and values that are used to improve performance. It is also defined as “the state or quality of being adequately qualified, having the ability to perform a specific role,” according to other scholars (Wikipedia). Generally speaking, competence refers to the conditions that human beings must meet to function effectively in organizations and societies. Currently, the term “competency” is becoming more popular in educational circles; it is a description of one’s ability as well as an assessment of one’s performance. Competencies may be characterized in terms of a person’s knowledge, abilities, and behaviors, among other things. The term “competence” in education is usually used in connection to instructors, i.e., “teacher ability.” In order to comprehend the competences needed of a teacher, we must first identify the job description of a teacher. The character of the classroom has a significant impact on the nature of the instructor. The contemporary classroom necessitates that a teacher educate almost all pupils for higher order thinking and performance abilities that were formerly designated for a select group of students (Darling Hammond, 2006). The following are some of the qualities that a teacher in the twenty-first century classroom must possess: professional practice, leadership and management skills, as well as individual efficacy. A skilled teacher takes advantage of every chance to foster learning, believing that all pupils have the ability to learn something new. A competent teacher understands that learning does not take place just in the classroom; thus, the teacher seeks out any opportunity to develop his or her own professional practice in order to create high-quality learning experiences for students. Another important characteristic of a successful teacher is that she or he wins the pupils’ hearts and minds (Darling Hammond, 2006). In addition, the teacher recognizes the importance of developing and working with others, including parents and colleagues, and actively seeks out professional cooperation both inside and outside of the classroom setting. A good teacher recognizes that it is essential to grow oneself before being able to give support for others in their endeavors. As a professional, the teacher upholds high standards of personal and professional integrity in the course of carrying out all of his or her obligations and tasks.
The English language, on the other hand, is a West Germanic language that was initially spoken in early medieval England and is today recognized as the world’s de facto language (Wikipedia). The English language is taught as a second language in Nigeria, and it is also the country’s official language (Nigeria) (it is the language of politics, law, and business and so on). The overall objectives of the English language curriculum are as follows: I. To provide every learner of English with additional opportunities for extending their knowledge and experiences of other people’s cultures, as well as opportunities for personal and intellectual development, further studies, pleasure, and employment in the English language medium.
2. To allow every student to be prepared for shifting social and economic requirements emerging from advancements in information technology (IT), including the understanding, use, and creation of texts for enjoyment as well as for school and work in the English language medium.
The right pronunciation of the English language is very vital for English language learners, especially when considering the grammar and phonology of the language.
According to the Nigeria Educational Research and Development Council (NERDC) 2008 revision of the curriculum on English language, learners should be able to: interact effectively in a variety of situations; access and make use of information from a variety of sources and media; present information in an organized manner; appreciate literature and other cultures; develop linguistic awareness; and interact effectively in a variety of situations. As a consequence of the factors listed above, it is important for instructors and schools to educate students to understand the topic thoroughly and to be able to communicate effectively in a variety of situations. The purpose of the current research is to get students’ perceptions on their instructors’ ability and approaches in terms of their use of the English language in their classrooms.
Statement of the Problem
In general, it has been noticed that the interests and views of students are not taken into account, particularly in the topic of English language, which is required from the elementary to the tertiary levels of education (Darling Hammond, 2006). It is critical to analyze the students’ impressions of the impact of the teacher’s competency and approaches on their ability to communicate effectively in English. This is an indication of how effectively the pupils comprehend and retain the information that they are being instructed in. The following aspects of students’ perceptions of their professors may be useful to investigate:
1. The teaching approach used by the teacher.
2. The subject matter expertise of the instructor.
3. The attitude of the teacher toward ensuring that students comprehend what they are being taught and are able to utilize the English language in a variety of situations is important.
Purpose of Study
The general objective of the study is to investigate the effect of teacher’s competence and qualification on student academic performance in english language. The specific objectives are:
i. To examine the relationship between teachers’ competence on students’ academic performance in English Language
ii. To investigate the relationship between teachers’ teaching experience on students’ performance in English Language
iii. To examine the relationship between teacher’s qualification on students’ performance in English Language.
iv. To find out the relationship between teachers’ methods on the students’ use of English Language.
The following hypothesis has been formulated for the study:
There is no relationship between teachers’ competence on students’ academic performance in English Language.
There is no relationship between teachers’ teaching experience on students’ performance in English Language.
There is no relationship between teacher’s qualification on students’ performance in English Language.
There is no relationship between teachers’ methods on the students’ use of English Language.
Significance of the study
This study will be significant to the ministry of education as it will be exposed to the need of employing competent and qualified teachers who can teach english language subject in other for the good proficiency in english language thereby improving their academic performance.
This study will also be significant to the academic community as it will contribute to the existing literature.
Scope of the study
This study will examine the relationship between teachers’ competence on students’ academic performance in English Language. The study will also investigate the relationship between teachers’ teaching experience on students’ performance in English Language. The study will further examine the relationship between teacher’s qualification on students’ performance in English Language. Lastly, the study will find out the relationship between teachers’ methods on the students’ use of English Language. Hence the study will be delimited to Imo State.
Limitation of the study
Just like any other research, unavailability of needed accurate materials on the topic under study, and inability to get data were among the constraints the researcher encountered in the cause of this study. Financial constraint was equally faced by the researcher, in getting relevant materials and in printing and collation of questionnaires. Furthermore, time factor pose another constraint because the researcher have to shuttle between writing of the research and engaging in other academic work which made it uneasy for the researcher.
Definition of terms
Teacher: a person who teaches, especially in a school.
Competence: the ability to do something successfully or efficiently.
Qualification: a pass of an examination or an official completion of a course, especially one conferring status as a recognized practitioner of a profession or activity.
Academic performance: the measurement of student achievement across various academic subjects