Secondary School Biology Teachers’ Social Awareness as Determinant of Students’ Performance in Minna, Niger State

Abstract

The study investigated the relationship between Biology teachers’ Social awareness and secondary school Biology students’ performance in Minna, Niger State. The study adopted a correlational research design and was guided by one research question. A total of 105 Biology teachers and 520 Biology students formed the sample that was used for the study. The study focused on Social awareness which is one of the constructs of emotional intelligence. The instrument used for data collection from the Biology teachers was the researchers’ structured questionnaire titled Biology Teachers’ Social awareness Questionnaire (BIOSSEQ). The instrument was validated by experts and tested for reliability using Cronbach alpha method, in which a reliability coefficient of .76 was obtained. Descriptive statistics, namely, mean and standard deviation with scatter plots were used to answer the research questions. Results of the study revealed a positive relationship between Biology teachers’ Social awareness and students’ performance in Biology. The researchers recommended among others that teachers’ Social awareness should be monitored via periodic appraisal and be improved via counselling services in secondary schools as it is evident that Social awareness of teachers influences students’ performance in Biology.