Abstract
Teachers’ behavior, level of qualification, and years of experience play an important role in achieving students’ academic success. The present study explored the effects of Business Teachers’ Physiognomies (teachers’ personality, qualification, and working experience) on Senior High School Business students’ academic performance in the Kumasi Metropolis. The descriptive research design was employed in the study. Seven hundred and fifty (750) cost accounting, business management, and financial accounting high school students in the ten selected senior high schools in Kumasi Metropolis were involved in the study through a random sample technique. A standardized questionnaire was used in collecting data for the research. Moreover, three successive terms of the academic results of students were gathered to use for the study. The scores of students were analyzed using cross-tabulation for all three courses. Multiple linear regression was adopted to regress teachers’ personality, qualifications, and working experience on students’ academic performance. The study found that cost accounting, business management, and financial accounting teachers’ personality, working experience, and qualification level have a significant positive effect on students’ performance. It was recommended that schools’ leaders ensure teachers are inspired to maintain their good work in enhancing business students’ academic performance.
Highlights
Business teachers play an important role in students’ acquisition of knowledge and skills by grooming and nurturing students with practical experience, skills, and value orientation (Khurshid, 2008; Omotayo, 2014)
The present study explored the effects of Business Teachers’ Physiognomies on Senior High School Business students’ academic performance in the Kumasi Metropolis
Seven hundred and fifty (750) cost accounting, business management, and financial accounting high school students in the ten selected senior high schools in Kumasi Metropolis were involved in the study through a random sample technique
Summary
Business teachers play an important role in students’ acquisition of knowledge and skills by grooming and nurturing students with practical experience, skills, and value orientation (Khurshid, 2008; Omotayo, 2014). Teachers are builders who effectively teach and learn with their level of experience, personality, and qualification in the academic ladder. The effect of teachers’ physiognomies (both qualifications and demographic features) is essential for ensuring that teachers are most suited and able to enhance students’ performance (Adeyemo, 2005) It has been established in the literature that there is a significant relationship between teachers’ physiognomies and students’ academic performance (Ali, 2009). Business teachers (Cost accounting, Business management, and Financial accounting), just like all teachers’ qualifications, years of teaching, and personality, should help students learn. As a result of this, researchers pursued determining the effects of Business Teachers’ Physiognomies (teachers’ personality, qualification, and working experience) on Senior High School students’ academic performance in the Kumasi Metropolis. The study addressed the hypothesis that teachers’ physiognomies positively influence students’ academic performance
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