INFLUENCE OF TEACHERS' CHARACTERISTICS ON STUDENTS' ATTITUDE TOWARDS ECONOMICS IN SECONDARY SCHOOLS IN JOS NORTH LGA, PLATEAU STATE

Abstract

This study examined the influence of teacher characteristics on students’ attitudes toward Economics in secondary schools in Jos North LGA, Plateau State. A descriptive survey design was adopted, and data were collected from 250 Senior Secondary students using a structured questionnaire (TCSAQ), which was validated by experts and found to be reliable (Cronbach’s α = 0.74–0.87). Data were analysed using descriptive statistics, Pearson correlation, and multiple regression. Findings revealed that all three teacher characteristic variables—content knowledge and communication skills (β = 0.1824, p = 0.008), personality traits (β = 0.1607, p = 0.026), and teaching methods and experience (β = 0.5545, p = 0.000)— had statistically significant positive effects on students’ attitudes. Teaching methods and experience emerged as the strongest predictors. Demographic variables (sex, class) had no significant influence, while age approached significance (p = 0.078). The regression model explained 44.1% of the variance in students’ attitudes [F(6, 243) = 32.00, p < 0.001, R² = 0.441]. The study concluded that instructional quality, teacher subject mastery, interpersonal disposition, and pedagogical experience collectively shape students’ attitudes toward Economics. Recommendations include sustained professional development, mentoring programmes, and differentiated instruction strategies for Economics teachers in Jos North LGA