Impact Of Teacher Factors On Effective Teaching And Learning Of Economics In Public Secondary Schools In Somolu Local Government Area Of Lagos State, Nigeria.

Abstract

This study examined the effect of selected negative teachers attributes (poor qualifications, lack of commitment, poor teacher- students interaction poor usage of instructional materials) on effective teaching and learning of Economics in public senior secondary schools in Somolu Local Government Area of Lagos State, Nigeria. The study also examined the teaching strategies considered appropriate by economics teachers for the teaching of the subject. The study employed descriptive survey research design. The population of the study consisted of all Economics teachers in public senior secondary schools in Somolu local government. Three (3) public senior secondary schools and ten (10) Economics teachers were randomly selected. The research instrument used for the data collection in this study was questionnaire. The data collected were analyzed using frequency tables, simple percentages and correlation analysis. The findings revealed that there is significant relationship between the selected teachers attributes and effective teaching and learning of Economics; these attributes have negative effect on teaching learning activities. Respondents also agreed that practical, student centred, problem based teaching strategies are most appropriate for teaching the subject. Appropriate recommendations were given based on the findings.