TEACHERS’ CHARACTERISTICS AS PREDICTORS OF STUDENTS’ ACADEMIC ENGAGEMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined teachers’ characteristics as predictors of students’ academic engagement in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study consisted of 24,933 SS2 students comprising 11,359 males and 13,574 females in 267 public secondary schools in the six education zones in Anambra State. The sample of 1,247 SS2 students was used for the study. Multistage sampling procedure comprising proportionate stratified and simple random sampling techniques were used for the study. The instruments Teachers’ Characteristics Questionnaire (TCQ) and Students’ Academic Engagement Questionnaire (SAEQ) were used for data collection. The instruments were subjected to face and construct validation. Face validation was done by three experts while construct validation was carried out with Principal Component Analysis approach using SSPS vol.26 and the results showed that the construct validity was met. The reliability of the instrument was done using Cronbach Alpha technique and the average coefficient value of 0.83 for TCQ and 0.86 for SAEQ were obtained and considered highly reliable and suitable for the study. The researcher visited the public secondary schools with the help of three research assistants. Out of 1,247 copies of the instrument administered, 1,024 copies representing 82% of the instrument were correctly completed. Simple linear regression statistical tool was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The findings of the study revealed that teacher-student classroom interaction and teachers’ classroom mentorship were high positive and significant predictors of students’ academic engagement in public secondary schools in Anambra State. The study concluded that teachers’ characteristics are positive and significant predictors of students’ academic engagement in public secondary schools in Anambra State. Based on the findings, the study recommended that public secondary school teachers should builds stronger classroom relationships with their students by showing a genuine care for their students’ well-being. This will create a more supportive and trusting learning environment. This emotional connection between teacher and student is a critical factor for academic engagement and success.