The main purpose of education is the progress of physical, social, emotional and wisdom of student. The adequate education makes good quality human resources for a rapidly developing country. According to this reason, many countries have been trying to develop the educational quality in the national policy and strategy to enhance effective implementation. This idea prevails in the Nigerian people. The major content emphasizes the development of many functions of Nigeria educational system. The student’s academic achievement problem in seminar presentation, undergraduate research projects, assignments and test are not only occurring in Nigeria but it also in many countries around the world. Some country have been trying to solve this problem by educational staff development, teaching processes, and parent and community cooperation and some country have been looking backward to student inner character by depicting causal relationship influencing to academic achievement. The result of studies revealed some important factor strongly related with academic achievement is “self-concept and teachers’ morale.
Over the last decades, the conceptualization of the self-concept has experienced a tremendous transformation. First viewed as a unitary and stable entity, the self-concept now holds a multidimensional, multifaceted, and dynamic structure that controls and guides how people process self-relevant information in all aspects of their lives. More precisely, self-concepts harbor a person’s knowledge on who or what he or she is (i.e., one’s self-related beliefs) and a person’s evaluation on how to feel about oneself; an evaluation in which people link valences to their self-beliefs (i.e., form positive or negative self-evaluations). Self-concepts persist over time and while for the person itself, his or her self-concept appears stable, it is malleable and fluid construed and shaped by a person’s self views, experiences, and contexts over time. Specifically, people’s life experiences and self concepts act reciprocal Self-concepts develop through people’s unique experiences yet are also constantly partially formed by existent social expectations and power structures in the environment, mediating the link between social contexts and individual behavior.
Each of the five constructs measured as a part of teacher morale showed a significant, positive relationship with the overall measure of teacher morale. Teacher time, including workloads inside and outside of school, directly affect the levels of teacher morale. The construct of facilities and resources is directly addressed by the teacher morale research that teacher morale is influenced by external factors, including the physical facilities and available instructional resources and training. Teacher morale and community involvement are linked because teachers are more likely to remain in their jobs when there is a shared vision and supportive relationship with parents and the wider community. The continual issues in teachers’ perceptions of student conduct policies and how that influences teachers. Teacher empowerment and decision-making are strongly correlated with teacher morale
Academic achievement as the extent to which a learner is profiting from instructions in the given area of learning i.e. achievement is reflected by the level to which skill and knowledge has been imparted to him. Academic achievement also indicates the knowledge attained and skill developed in the school subject, generally designated by test scores. Achievement is influenced by the personality, opportunities, motivation, training and education. The other factors which influence the academic achievement of student are self-concept, study habit, parental encouragement, socio economic status, intelligence etc.
School achievement may be affected by different factors like study habits, intelligence and attitudes of learners towards school, socio economic status and different aspects of their personality etc. In our society academic achievement is considered as a key principle to judge one’s total capacities and potentialities. Hence academic achievement possesses a very imperative place in education as well as in the learning process.
Teachers’ Moral And Academic Achievement
Teachers’ morale have been shown to have an important influence on students’ academic achievement and they also play a crucial role in educational attainment because the teacher is ultimately responsible for translating policy into action and principles based on practice during interaction with the students. Education is the key towards success for every country. It helps to boost the economy and beneficial for the society. Nigerian’s primary schools and junior secondary schools should aim at developing the right citizenship as a basis for effective participation in contribution to the life of the society, developing in the child the ability to adopt to his changing environment, inculcating character and moral training and the development of sound mind, develop sense of respect and tolerance of the opinions of others even in disagreement, and develop willingness to accept necessary changes. Considering governments’ huge investment in public education, its output in terms of quality of students has been observed to be unequal with government expenditure. Consequent upon the observed deterioration in the academic achievement, attitude and values of secondary school students in public secondary schools one wonders if the high failure rates and the poor quality of the students is not a reflection of the instructional quality in the schools. In other words the ineffectiveness of teachers in classroom interaction with the students could be responsible for the observed poor performance of students in undergraduate projects and research topics identification and departmental examination and the widely acclaimed fallen standard of education in Nigeria. A warm and positive atmosphere can help improve children’s motivation to learn. An empathetic teacher does not only help protect the student’s image of themselves as student, but it also helps prevent social exclusion by classmates. Teacher burnout can lead to a downfall in motivation and the students can be affected by the teacher’s anxiety symptoms and job stress