TEACHERS’ COMPETENCES AS PREDICTOR OF STUDENTS’ ACADEMIC ENGAGEMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE.
Abstract
Academic engagement is a critical factor influencing students' learning outcomes, motivation, and overall well-being. Despite various educational policies and investments in Nigeria, many students in public secondary school struggle with low engagement, affecting their academic success. This study examined teachers’ competence as predictors of students' academic engagement in public secondary schools in Anambra State. A simple regression design was adopted, with a sample of 553 senior secondary school students drawn from a population of 23,040. Data were collected using structured questionnaires the Teachers’ Competencies Questionnaire (TCQ) and the Students’ Academic Engagement Questionnaire (SAEQ). Simple regression analysis was used to analyze the data at a 0.05 significance level. Findings revealed that professional competence is a strong predictor of students’ academic engagement (R² = 0.660, p = 0.041) and social competence (R² = 0.555, p = 0.026) revealed a moderate predictor of students' academic engagement. These results highlight the crucial role of teacher training and continuous professional development in enhancing instructional delivery and fostering student participation through relationship. Therefore, the study recommends that school administrators and policymakers prioritize teacher development programs that focus on refining, positive teacher-student relationships, and enhancing professional growth through workshops and ongoing training. Incorporating mentorship programs where experienced educators guide less experienced teachers can help bridge knowledge gaps and promote best teaching practices.
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ISSN (Print): 2682-5201
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.