Social Studies teachers' professional commitment and students' academic performance in Taraba State College of Education, Zing and Federal College of Education Yola, Adamawa State, Nigeria

Abstract

This work examined Social Studies teachers' professional commitment and students' academic performance in Taraba State College of Education Zing, and Federal College of Education Yola, Adamawa State, Nigeria. To accomplish the objective of this study, one null hypothesis was articulated to direct the study Ex-post facto research design was adopted for the study. A sample of 64 teachers and 128students were randomly selected for the study. The tools for data collection were Teachers' Professional Commitment Questionnaire (TPCQ) and Social Studies Performance Test (SOSPT) created by the investigators and which was subjected to validation by experts in measurement and evaluation. The reliability estimate of the tools was documented through the split-half reliability method and it associate Spearman Brown prophecy formula. Pearson product moment correlation analysis was adopted to test the hypothesis at .05 level of significance. The result of the analysis revealed that there is an important positive relationship between teachers' professional commitment and students' academic performance in Social Studies. Based on the finding of the study it was recommended that both teachers in primary and secondary school are professionals.