EFFECT OF FAMILY BACKGROUND AND TEACHER FACTORS ON PUPILS' ACADEMIC PERFORMANCE IN SELECTED JUNIOR HIGH SCHOOLS (JHS) IN TAMALE METROPOLIS

Abstract

The study investigated the effect of family background (family forms, parents level of education and parental involvement) and teacher factors (teacher qualification, years of experience and attitude) on pupils' academic performance at Junior High Schools in Tamale Metropolis. The study used the descriptive survey design, using both primary and secondary sources of data. Key research questions included knowing what and how teacher factors affect the performance of pupils in JHS in the Tamale Metropolis. Data were gathered with the help of the questionnaire and analysed using the SPSS analysis tool. The study confirmed a number of the research hypothesis set out. It was established that, there is a positive significant influence of teacher experience (years), teacher attitude, family type and parent involvement on pupils' academic performance in JHS. Again, It was established that, there is no significant influence of teacher qualification and parent education level on pupils' academic performance in JHS. However, analysing the entire influence of family background factors and teacher factors on pupil's academic performance, the study found that it made a significant contribution on the dependent variable "Pupils Academic performance". Further, teacher attitude, family form, parent involvement and teacher experience made more significant contribution respectively compared to the other independent variables tested. Key recommendations made included that parents show adequate commitment to the needs of their children through adequate financial investment and monitoring, as well as consistent interest in the child's performance in school. This will afford the parent the opportunity to identify the weaknesses of the child so that they can be addressed quickly. Also, parents should keep to a family size they can effectively sponsor, run and maintain, bearing in mind the costs of good living for themselves. Likewise, teachers should be consistently supervised and monitored by the headteachers and supervisors from the Ghana Education Service as well as be provided with all the necessary incentives.