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The importance of teachers in any educational system cannot be overstated. Teachers are responsible for carrying out and implementing the educational policies and curriculum.
Consequently, whether or not there are flaws in the educational procedures and outcomes, teachers tend to face more blame than any other actor involved in educational activities.

Adesina (1987) acknowledged that teachers are the center of the Nigerian educational system at all levels. Whether at the primary, intermediate, or postsecondary level, teachers continue to have the greatest impact on the quality of education. The 1998 revision of the National Policy on Education affirms that no educational system can surpass the caliber of its teachers.

In 1969, the National Curriculum Association convened a conference in which the educator was referred to as the “Keyman” of the entire educational program. The implication of the preceding for educational policymakers in particular and society in general is that teachers’ welfare in all its dimensions should receive enough attention. This should be the case, as Edem (1987) notes:The curriculum, regardless matter how well it is designed and interpreted, will fall short of our expectations if it is not implemented by instructors who embody its concept.

When instructors are left to their own devices to face the rigors of academic and in some cases administrative labor, there is a strong likelihood that their efficiency and effectiveness will deteriorate. Despite these rigors, they are not adequately compensated in terms of compensation incentives.

According to Borton (1981), education is for improving one’s life for personal growth beyond survival and income. While agreeing with his point of view, the question is if it is also justifiable for teachers to spend their small income to provide the necessary school facilities, resources, and equipment for effective schoolwork to advance. According to Byme (1981), if the response to this question is affirmative, there is a risk that the instructor will lose his original enthusiasm for teaching for something better.

In addition, the nature of teachers gains them respect as experts who are more knowledgeable than their students. This may be responding to inquiries, correcting or validating the students’ work or statements, or providing feedback. For a teacher to maintain his status as an expert, there must be a constant in-service training program and the desire to broaden his learning.

It is apparent that instructors will become incompetent if there are few or no in-service training programs and other possibilities for them to expand their knowledge. This is further supported by Wilbert (1978), who stated that a teacher’s ability to keep abreast of new advances and to make creative and critical judgements regarding the major trends in his field has a direct bearing on his expertise. In other words, if teachers are behind the times and out of date in their respective fields, their efficacy becomes suspect.

Teachers’ performance can be defined as their capacity to carry out the following responsibilities successfully and efficiently:

Adequate preparations for lesson
Regularly and punctually instruct the number of periods specified in the schedule;
Maintain teaching records;
Maintains the cleanliness of classrooms and their surroundings;
Maintains order among his students both inside and outside of the classroom.
Check and grade the pupils’ notes frequently.
Sets, marks, records, class assignments, exams, and examination scripts have to be submitted without delay.
Internal and external examinations must be properly proctored.
Regularly and punctually attends staff, PTA, and other meetings, and participates fully in them.
Marks the daily attendance register and records the absences.
Considers the well-being of each student in the class.
Creates the booklet for ongoing assessment and the class master sheet.
Performs other responsibilities assigned by the school administration.
Inadequate facilities, equipment, and materials, as well as a high student-to-teacher ratio, can have a negative impact on a teacher’s efficacy and lower the performance level expected of the average student. Thus, pupils will immediately experience the difficulties faced by teachers. In an unfavorable school climate, it may be difficult for instructors to perform properly. The school atmosphere is the aggregate of the values and attitudes held by the school’s population. These include the interpersonal interactions between the principal and teachers, between the teachers, students, and other persons in the school’s surroundings, and everything that the school reflects.
Despite the inheritance of germ plasma, according to Ajetunmobi (2001), there is a direct relationship between the child’s environment and intellectual development.
A youngster will perform well, for instance, if the educational atmosphere is physically and materially conducive. On the other hand, a school whose tone is poor and prevents experiential learning by the child, whose physical plants are inadequate and often very old and in poor condition, whose leadership is uninspiring, whose curriculum is too cumbersome, too narrow or shallow to provide efficiency of use, and where pedagogical considerations are absent may produce a child with low academic achievement.




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