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Abstract
This study investigated the effects of teachers’ professionalism on academic
performance in English Language among senior secondary school students in Oredo Local
Government Area of Edo State. It specifically examined how teachers’ professional
competence, instructional skills, and ethical standards influenced students’ writing skills,
reading comprehension, and oral communication. The study adopted a descriptive survey
research design involving a population of 2,157 participants, comprising English Language
teachers and students across fourteen (14) public senior secondary schools in Oredo Local
Government Area. A sample of 150 respondents, consisting of 50 teachers and 100 students
were randomly selected to ensure fair representation. Data were collected using a validated
questionnaire and data were analyzed using descriptive statistics, percentages, and
frequency distribution.
The findings revealed that teachers’ professionalism had a significant effect on
students’ academic performance in English Language. Teachers who demonstrated strong
professional ethics, effective instructional techniques, and active engagement in
professional development produced students with improved writing abilities, better reading
comprehension, and enhanced oral communication skills. The study also found that
teachers’ mastery of subject matter, regular class attendance, and commitment to continuous
improvement contributed to higher student achievement and a more positive classroom
environment. Furthermore, professional teachers were more likely to employ studentcentered approaches that promoted participation, feedback, and interaction, which in turn
improved learning outcomes.
Based on these findings, the study recommended that teachers were encouraged to
engage in regular professional development programs to enhance their teaching methods
and language competence. School administrators were to consistently monitor and
encourage teachers to uphold professional standards and discipline within the learning
environment. Education policymakers should organize workshops and training sessions
aimed at improving teachers’ pedagogical skills and professional ethics. Additionally,
teacher training institutions are to incorporate more practical and ethical components in their
programs to strengthen professionalism among prospective teachers. Lastly, parents and
guardians were encouraged support students’ involvement in English Language activities
such as debates and public speaking to reinforce classroom learning and promote
communication confidence.
performance in English Language among senior secondary school students in Oredo Local
Government Area of Edo State. It specifically examined how teachers’ professional
competence, instructional skills, and ethical standards influenced students’ writing skills,
reading comprehension, and oral communication. The study adopted a descriptive survey
research design involving a population of 2,157 participants, comprising English Language
teachers and students across fourteen (14) public senior secondary schools in Oredo Local
Government Area. A sample of 150 respondents, consisting of 50 teachers and 100 students
were randomly selected to ensure fair representation. Data were collected using a validated
questionnaire and data were analyzed using descriptive statistics, percentages, and
frequency distribution.
The findings revealed that teachers’ professionalism had a significant effect on
students’ academic performance in English Language. Teachers who demonstrated strong
professional ethics, effective instructional techniques, and active engagement in
professional development produced students with improved writing abilities, better reading
comprehension, and enhanced oral communication skills. The study also found that
teachers’ mastery of subject matter, regular class attendance, and commitment to continuous
improvement contributed to higher student achievement and a more positive classroom
environment. Furthermore, professional teachers were more likely to employ studentcentered approaches that promoted participation, feedback, and interaction, which in turn
improved learning outcomes.
Based on these findings, the study recommended that teachers were encouraged to
engage in regular professional development programs to enhance their teaching methods
and language competence. School administrators were to consistently monitor and
encourage teachers to uphold professional standards and discipline within the learning
environment. Education policymakers should organize workshops and training sessions
aimed at improving teachers’ pedagogical skills and professional ethics. Additionally,
teacher training institutions are to incorporate more practical and ethical components in their
programs to strengthen professionalism among prospective teachers. Lastly, parents and
guardians were encouraged support students’ involvement in English Language activities
such as debates and public speaking to reinforce classroom learning and promote
communication confidence.
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