This study evaluated the influence of Social Studies teachers' personality and qualifications on the academic performance of Social Studies students in Colleges of Education in Northwestern Nigeria. The research was guided by eight objectives, research questions, and null hypotheses. A survey research method was adopted, with a total population of 7,641 individuals, including 196 teachers, 3,762 NCE II students, and 3,683 NCE III students. The study's data were collected using a questionnaire titled "Assessment of Teachers' Personality and Qualification as Motivating Factors to Students' Learning (ATQQ)," developed by the researcher.
The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS). Descriptive statistics, including means and standard deviations, were used to answer the research questions, while inferential statistics, including independent samples t-tests, were employed to test the null hypotheses. Additionally, One-Way Analysis of Variance (ANOVA) was used to test the last two hypotheses related to gender and different qualifications of the respondents.
The analysis revealed no significant difference in the opinions of male and female NCE students regarding the influence of teachers' personality and qualifications as motivating factors for learning Social Studies in Colleges of Education in the Northwest zone. However, the study found that female NCE students lagged behind in motivation due to gender-related factors. The research emphasized the importance of fostering positive personality relationships between teachers and NCE students, particularly in achieving motivation, regardless of gender differences.
The findings also highlighted that the presence of unqualified teachers negatively impacts students' academic achievement in Colleges of Education. Therefore, it was recommended that the academic status of teachers be prioritized, ensuring that Social Studies is taught by professionals trained specifically in that subject. This approach is intended to help NCE students in Colleges of Education develop into professionally trained teachers, fostering positive thinking, value orientation, and a self-fulfilling prophecy.
Moreover, the study discovered that teachers' personality traits significantly influence students' learning in Social Studies, suggesting that teachers should utilize personality traits that help students form new attitudes, knowledge, reflective thinking, and problem-solving skills. Out of the eight null hypotheses formulated, three were retained (p>0.05) and five were rejected (p<0.05).
Based on these findings, the researcher recommended special attention to female NCE students, given the dominance of male students in achievement motivation in the Colleges of Education studied. Lastly, the study suggested further research to examine other factors that may impact the academic performance of NCE students in Social Studies in Colleges of Education in the North-West zone.
