Teacher Competence, Motivation, Attitude and Performance of Junior Secondary Schools' Students in Social Studies in Northwest Jigawa State, Nigeria

This study examines the impact of teacher competence, motivation, and attitude on the academic performance of junior secondary school students in Social Studies in Northwest Jigawa State, Nigeria. A quasi-experimental design and multistage sampling technique were employed. Thirty junior secondary schools were randomly selected from Ringim, Babura, and Gumel education zones. A total of 90 Social Studies teachers and 300 students participated. Data were collected using the Teacher Competency Rating Scale (TCRS), Students’ Assessment Test (SAT), and Teacher Motivation and Attitude Questionnaire (TMAQ). The study analyzed data using Pearson’s Product Moment Correlation (PPMC) and an independent t-test. Findings revealed a positive correlation between teacher competence (subject knowledge, teaching methodology, classroom management, instructional material use, and evaluation strategies), motivation, attitude, and student performance. A significant performance difference was observed between students taught by trained and untrained teachers, while no significant difference was found based on the teacher’s gender. The study recommends capacity-building initiatives, professional training, workshops, and improved working conditions for Social Studies teachers.