Teacher Commitment and Students’ Academic Achievement in Nasarawa State Secondary Schools, Nigeria

The study assessed the ‘influence of teacher commitment and students’ academic achievement in Nasarawa State secondary schools. The study was guided by three objectives with three research questions and hypotheses. The research design used for this study was the cross-sectional survey research design. The total population of the study consisted of 5605 subjects obtained from all the 253 public secondary schools in Nasarawa State. The sample size of the study was obtained using census sampling technique and it consisted of 1096 respondents. The researcher’s self- developed instrument called “Questionnaire on Teacher Commitment and Students’ Academic Achievement (QTCSAA)” was used for data collection. The instrument was validated and it yielded 0.75 as the validity index. The instrument was pilot tested on 20 teachers and the reliability index of 0.70 was obtained. Descriptive statistics of mean and standard deviation were used to answer the research questions while Chi-square statistic was used to test all the hypotheses at 0.05 level of significance. The major findings of the study indicated that The findings of hypothesis one in table 6 indicated1 that teacher workload has low significant influence on students’ academic achievement in Nasarawa State secondary schools, there is a low a significant influence of health care services on students’ academic achievement in Nasarawa State secondary schools and teacher workload has low significant influence on students’ academic achievement in Nasarawa State secondary schools. The study recommended among others that the the Nasarawa Ministry of Education should empoy more teachers to match with the number of students to avoid the issue of allocating more workload to teachers that prevent them from being committed in undertaking their assigned responsibilities diligently to improve the academic achievement of students in secondary schools in the state.