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

Abstract

This study examined teachers’ qualities as predictors of students’ academic engagement in public secondary schools in Anambra State. Specifically, it investigated the predictive value of teachers’ professional competence and instructional skills on students’ academic engagement. The study adopted a correlational research design. The population comprised 23,601 Senior Secondary II students in 274 public secondary schools in Anambra State. A sample size of 500 students was selected using a multistage sampling technique. Data were collected using a researcher-developed questionnaire titled Teachers’ Qualities and Students’ Academic Engagement Questionnaire (TQSAEQ). The instrument was validated by three experts in Educational Management, Measurement and Evaluation, and Educational Psychology. Its reliability was determined through a trial test involving 30 students outside the study area, using Cronbach’s alpha. Data were analysed using simple linear regression, while the null hypotheses were tested at the 0.05 level of significance. The study focused on determining the extent to which teachers’ professional competence and instructional skills predicted students’ academic engagement. These teacher qualities were examined in relation to students’ classroom participation, attention, interest in learning, assignment completion and persistence in academic tasks. The study provides a framework for understanding the potential contribution of teachers’ professional competence and instructional practices to students’ engagement in public secondary schools. The findings are expected to inform teacher professional development, instructional supervision and classroom practices aimed at strengthening students’ participation and commitment to learning. The study also highlights the importance of considering other factors, including school resources, socioeconomic circumstances and individual differences, when examining students’ academic engagement.