Teacher Effectiveness, Students’ Psychological Variables as a Correlate of Learning Outcomes Among Secondary Schools in Jalingo Education Zone Taraba State, Nigeria

Abstract

This study investigated the relationship between teacher effectiveness, students’ psychological variables, and learning outcomes in secondary schools in Jalingo Education Zone, Taraba State, Nigeria. Specifically, the study examined the relationship between teachers’ instructional delivery and students’ learning outcomes, and the relationship between students’ self-efficacy and their learning outcomes. Two research questions and two null hypotheses guided the study. The study adopted a correlational survey research design. The population comprised 6,360 Senior Secondary School Two (SS II) students and 1,835 teachers in 48 public secondary schools in Jalingo Education Zone. A sample of 360 respondents, comprising 310 students and 50 teachers, was selected using multistage sampling techniques. Data were collected using a researcher-developed questionnaire titled Teacher Effectiveness, Students’ Psychological Variables and Learning Outcomes Questionnaire (TESPVLOQ). The instrument was validated by experts, while its reliability was established using Cronbach’s alpha, which yielded a coefficient of 0.88. Of the 360 copies of the questionnaire administered, 341 were properly completed and returned, representing a response rate of 94.7%. Data were analysed using mean and standard deviation to answer the research questions, while Pearson Product-Moment Correlation was used to test the null hypotheses at the 0.05 level of significance. The findings revealed that teachers’ instructional delivery had a positive and statistically significant relationship with students’ learning outcomes. Similarly, students’ self-efficacy had a positive and statistically significant relationship with their learning outcomes. Consequently, both null hypotheses were rejected. The study concluded that effective instructional delivery and students’ academic self-efficacy are important correlates of learning outcomes among secondary school students. It was recommended that teachers should adopt clear, engaging, and learner-centred instructional strategies, while school administrators and guidance counsellors should implement programmes that strengthen students’ academic confidence and belief in their ability to succeed.