ECONOMICS TEACHERS’ ATTITUDE TOWARDS TEACHING PROFESSION AND THEIR ACADEMIC ATTAINMENT IN JOS NORTH LOCAL GOVERNMENT AREA, PLATEAU STATE

Abstract

In the contemporary educational landscape, the attitude of Economics teachers towards their profession and their levels of academic attainment plays a crucial role in shaping the quality of education provided to students. The purpose of this study was to examine the attitudes of Economics teachers towards the teaching profession and their academic attainment in public senior secondary schools in Jos North Local Government Area of Plateau State. The objectives were to determine the attitudes of Economics teachers towards the teaching profession and to assess their academic attainment in terms of qualifications and professional development. The target population consisted 43 teachers across public senior secondaryschools in Jos North Local Government Area. A sample of 26 teachers (60% of the population) was selected using stratified random sampling. The study employed a cross-sectional survey design. Data collection was conducted using a structured questionnaire with a 4-point Likert scale. The instrument's validity was ensured through expert oversight and alignment with research objectives, while reliability was confirmed via Cronbach’s alpha (>0.70). Data were analyzed using descriptive statistics and chi-square tests. The study found that the majority of Economics teachers hold positive attitudes towards their profession, withmean scores consistently above the threshold of 2.5. Teachers reported high levels of prideand intellectual stimulation in their teaching roles. Additionally, the teachers were highly qualified and actively engaged in professional development, with mean scores above 2.5 for items related to academic attainment. Chi-square tests confirmed significant relationshipsbetween teachers' attitudes and their academic attainment, as well as between their qualifications/professional development and academic attainment. The study concludes that there is a significant relationship between Economics teachers' attitudes towards the teaching profession and their academic attainment. Positive attitudes towards teaching are linked to higher academic qualifications and active engagement in professional development. The Ministry of Education should develop programs to improve societal recognition of teachersand provide incentives. School leaders should ensure access to professional development opportunities. Professional bodies should foster collaborative environments for teacherstoshare best practices.