ABSTRACT
This study examined the relationship between the teachers’ characteristics as a correlate of learning outcome in science subjects, junior secondary schools in Odeda local government, Ogun State. The problem was expressed in four research questions. Relevant literature on the variables of the study more theoretically and empirically reviewed. A descriptive research design was adopted for the study. The sample consisted of eighty randomly selected teachers from secondary schools in Odeda local government which was used for data collection. Data obtained was analysed using chi-square statistics and t-test. The result of the analysis showed significant relationship between teachers’ qualifications, teaching experience and age on learning outcome while teachers’ performance is not different based on that. It was suggested among others that appointment of teachers into secondary schools should be based on their professional academic qualifications. Also aptitude test indicating their interest and ability to teach should be conducted.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The importance of education in modern society cannot be over emphasized. Undoubtedly, education is a basic force for the socio-economic and political transformation of society, it is equally a fact that no nation can develop to its fullest and keep pace with trends in science and technology without an effective and efficient educational system.
Countries of the world are categorized as developed and developing on the basic of their technological development. Those that are technologically advanced and described developed while those that are technologically backward are termed developing. Thus, technology seems to be the parameter to yardstick with which development is measured worldwide. For a country to develop technologically there is the need to have a crops of professional teachers and it is through a sound and well articulated science education programme that appropriate skills can be transmitted to youths. According to the National Policy on Education (2004), no education system can rise above the quality of its teachers.
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