Teacher Factors as Correlates of Pupil Reading Achievement in Minna Metropolis, Niger State
Keywords:
Reading Achievement, Pupils, Dyslexia, Reading Attitude, Teacher Self-EfficacyAbstract
This study on teacher and pupil factors as correlates of reading achievement among public primary school Pupils with Dyslexia (PswD) in Minna metropolis: the need for Technological based skills, investigated the influence of teacher factors (Self-efficacy (SE) and Job Satisfaction (JS)) towards Reading Achievement (RA) among PswD in Minna. The sequential mixed methods design was adopted, multi-stage sampling procedure was utilised. The three Local Government Areas (LGAs) in the Minna Metropolis were enumerated. The simple random sampling technique was used to select 27 public primary schools (nine from each LGA). The purposive sampling technique was used to select 254 PswD and 59 teachers. The instruments used were Teacher SE (r = 0.94) and Oral Interview Guide for Teachers of PswD (OIGTPD) (r=0.79) scales. In-depth interviews were conducted with 10 experienced teachers of PswD. The quantitative data were analysed using Pearson product-moment correlation and Multiple regressions at 0.05 level of significance, while the qualitative data were content-analysed. The PswD age was 13.34±2.22 years and 50.8% were males. The SE 4.05); JS 3.39); TE 4.05) were high against the threshold of 3.00, while Sem 2.96) and AtR 2.97) were also high against the threshold of 2.50. There were significant positive relationships between TE (r = 0.41), SE (r = 0.39), AtR (r = 0.31), JS (r = 0.25), Sem (r = 0.14) and the reading achievement of PswD. There was a significant joint contribution of SE and JS to the reading achievement of PswD (F (6; 257) = 21.91; Adj. R2 = 0.33), accounting for 33.0% of its variance. The AtR (β=0.38), TE (β=0.32), SE (β=0.25) and JS (β= 0.03) had significant relative contributions to the prediction of reading achievement of PswD. The paucity of special education teachers, insufficient teaching materials, inappropriate teaching strategies, population explosion in schools and poor management of PswD were major reasons for the low reading achievement of PswD in the Minna Metropolis, Nigeria. Pupils’ attitude towards reading, teachers’ expectations and self-efficacy influenced the reading achievement of pupils with dyslexia in the Minna Metropolis, Nigeria. Stakeholders should focus on these factors to improve the reading achievement of pupils with dyslexia using technology-based skills.
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