The Students’ Perception of Teachers’ Classroom Effectiveness on Their Self-Concepts in Lagos Metropolis

Abstract

The study determined the difference between the students’ perceptions of their teachers’ classroom behaviour and their self-concepts, and examined gender difference in the students’ perceptions of their teachers’ behaviour. It also investigated the difference between the students’ perceptions of their academic performance in school and their self-concepts. These were with a view to improving the quality of teacher-student interaction in the classroom. The study adopted a descriptive survey design. The population of the study consisted of all adolescent boys and girls in senior secondary classes in all public/government secondary schools in Lagos metropolis. The sample consisted of 240 male and female senior secondary school adolescent students who were randomly drawn and categorized into the three levels of perception of teachers’ classroom effectiveness based on their responses on highly structured “ Students’ Perception of the Teachers’ Behaviour (SPTB)” (Ibrahim, 1996) questionnaire. As a measure of self-concept of students’ perception of teachers’ classroom behavior, a slight modification of the adapted “Purdue Rating Scale (PRS)” (Good, 1976) for instructors was used. Data were analysed using One-Way Analysis of Variance (ANOVA) and Fisher’s protected t-test statistical techniques. The findings revealed that a significant difference existed between students’ perception of teachers’ classroom effectiveness and their self-concept. Further, there is significant gender difference in the students’ perceptions of their teachers’ behaviour. Also, there was a significant difference between students’ perception of their academic performance and their self-concept. It was concluded that the kinds of roles the teachers assume have profound effects on the perceptions of students toward them and their self-concepts.