Relationship Between Teacher Personal Factors on Reading Performance Among Public Primary Schools with Learning Disabilities in Minna Metropolis
Keywords:
Teacher personal factors, Pupils Teacher personal factors, Reading achievement, Self-efficacy, Selfesteem, Inclusive education practicesAbstract
The study on relationship between teacher personal factors and reading achievement among pupils with learning disabilities in public primary schools in Minna metropolis: a transformative solutions to inclusive education practices, was set to examine the relationship between teacher personal factors and reading achievement and the relationship between teacher job satisfaction on reading achievement among pupils with learning disabilities in public primary schools in Minna metropolis as a transformative solutions to inclusive education practices. Two research questions and hypotheses guided the study. This study used the sequential mixed methods design. The population of this study consisted of all primary six pupils with learning disabilities in public primary schools and their teachers. A sample population of three hundred and fifty one (351) comprised two hundred and seventy (270) primary six pupils with difficulties and their teachers (81) in three primary schools each of the LGA in Minna metropolis. The multistage sampling procedure was adopted. Two instruments were used for data collection. The instruments were face, criterion and content validated and subjected to internal consistency test and reliability indices found them strong. Data collected from the demographic information of the respondents was analysed using descriptive statistics of frequency counts, percentages, mean and standard deviation. The research questions were analyzed using the Pearson product moment correlation while the hypotheses were analysed using Multiple regression analysis at 0.05 alpha level (α =0.05). The study revealed that, the levels of teacher personal factors (teacher self-efficacy, job satisfaction and expectation of pupils’ performance in reading), pupil personal factors (pupil home background, self-esteem and attitude toward reading), and joint contributions of teacher pupils’ factors have significant role on reading achievement among pupils with learning disabilities in Minna metropolis. Recommendations were made which include: Educational bodies should pay closer attention to the reading levels of pupils with learning disabilities through timely and periodic assessment in schools to ensure that the right educational placement is provided, school authorities should ensure the availability of counseling services for pupils with learning disabilities and their parents in order to help them understand themselves and adjust positively to the challenges ahead of them among others.
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