Dr Adeolu Gabriel POPOOLA

This study investigated the predictive power of grounded beliefs (nature of language, nature of learners, self-efficacy as well as methods and techniques) and professionalism (qualification, specialisation, years of experience and in-service training) on English language teachers’ effectiveness in South West, Nigeria.

The study adopted the descriptive research design of the survey type. A multistage sampling technique was employed to select the samples: Three states (Ogun, Osun and Oyo) were     purposively selected from the six states in South West, Nigeria. Ten (10) secondary schools were randomly selected from each Senatorial District of the three selected states. That is, a total of ninety (90) schools provided the sample for the study. All teachers of English language in the sampled schools formed the Teacher-Sample for the study. In determining students‟ perceptions, six (6) students (comprising three students in Senior secondary school II and three students in Junior secondary school II) were randomly selected to assess each teacher. In all, two hundred and ninety-four (294) English language teachers and one thousand seven hundred and sixty-four (1,764) students participated in the study. Teachers‟ Grounded Beliefs Questionnaire (TEGBEQ), Teachers‟ Professionalism Checklist (TPC), English Language Teachers‟ Effectiveness Self-Evaluation Sheet (TESES) and Students‟ Perception of Effective English Language Teachers (STUPEET) were used for data collection. Data generated were analysed with descriptive and inferential statistics: Mean and Standard deviation were used for research questions; while Pearson Product Moment Correlation, Analysis of Variance, T-test and Multiple Regression were used for testing hypotheses at 0.05 level of significance.

The results revealed that English Language teachers’overall effectiveness (c=2.41) and Grounded beliefs (c=2.28) were on the low side. The study also revealed significant impact of Teachers‟ Grounded Beliefs, in relation to nature of language, nature of learners, self-efficacy as well as methods and techniques, (β = .173; .382, & .351; p < 0.05); and Teachers’ Professionalism, as revealed in years of experience, educational qualifications, subject specialisations and professional development, (β = .059, 0.337 and 0.254; p < 0.05) on teachers of English language overall effectiveness in South West, Nigeria. Thus, teachers’ beliefs, professionalism, location and gender had significant impact on teachers’ effectiveness.

The study, therefore, concluded that Grounded beliefs and professionalism affect English language teachers‟ overall effectiveness positively in relation to the gender and location of such teachers. Consequently, the study recommended that teacher training programmes should be tailored towards improving teachers’ beliefs. Also, professionalism should be considered at the point of teachers’ appointments and promotions