The connection observed between teachers’ belief
and students’ performance has been studied extensively. According to Graham
(1991), he stated that teachers unconsciously relate their attributions to
students through seemingly kind and gentle interactions. In regards to this,
Ughamadu (1994), stated that the implementation of assessment, fully rests more
on the classroom teacher.
Furthermore,
the work of assessment is too large that it cannot be entrusted into a single
hand. Hence, many committees have to be set up so as to ensure success in its
operations. And as such, there should be committee at school level, local
government level, state level and national level (Okobia, 2000).
Moreover,
according to Nwokenna (2009), one major component of teachers’ expectation
research is to determine how a teacher’s expectation can affect students’
performance.
Teachers of Secondary Mathematics
According
to Igbokwe as cited in Iji (2007), the teacher has been identified as a very
important factor in the nation’s scientific and technological development.
Therefore, the picture projected by many mathematics teachers is compared to a
miniature computer. Most often when mathematics teachers are confronted with
mathematics problems, the teachers will immediately provide a solution.
Consequently, many students and laymen stand in awe of the mathematics
teacher’s problem solving prowess provides a basis for questions such as “is my
mathematics teacher a man or a machine?”. Unfortunately, what many of these
students do not know is that the teacher may have worked a similar problem or
perhaps even the same problem last year or may be yesterday.
As
noted by Bajah (1990), the teachers can either make or mar an educational
programme. So as such, the need for the mathematics teachers to be adequately
equipped both intellectually and professionally to enable him/her carry out the
teaching of the subject is required. This must occur, as the teaching of
mathematics involves more than just knowing and enjoying the subject. The
mathematics teacher must be able to motivate his students adequately as well as
be able to communicate his knowledge of the subject matter. Apart from these he
must be conversant with the psychology and actual practice in the classroom
(Iji, 2007). He further remarked that the mathematics teacher needs a good
background in the contents of some high level mathematics. This will enable him
to be able to continually improve himself through reading of some mathematics
literature.
More
often than not, instruction in mathematics classroom seems to be barren and
uninspiring. This poses a central responsibility on the mathematics teacher.
Hogan (2002) had to assert that the teacher should therefore create situations
that give much room to increasing the child’s stock of experiences and
concepts, that will enable him progress. That is to say, in teaching the
mathematics teacher should adequately encourage the child to form the right
concepts early enough.
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