The Effect of Teachers’ Principles on Student Performance in English Language

A Case Study of Selected Secondary Schools in Uganda

Abstract

The term principle refers to beliefs the teachers hold for choosing and sticking to particular methods which in turn affect performance of the students.
Most of our day- to –day decisions are made almost unconsciously because they flow from and are guided by our principles, which shape our lives (Adei, 2007) .
Principles can be either good or bad depending on the situation where we acquired them and the kind of principles we were taught or learnt whether good or bad. (Broughton G; Brumfit C; Flavell R; Hill P; and Pincas A, 1981).
By using observations, interviews, questionnaires and a proficiency test, data was collected on the principles used as well as expertise of the teachers. End of term and UNEB results were analysed to measure the learners’ performance. The research showed that out of both rural and urban schools only one quarter had the right principles and hence chose the right methods consequently their students performed well in UCE exams. Most of the teachers in secondary schools held wrong principles and consequently negatively influenced the performance of their students in the four language modes. The purpose of this study was to show that beyond the physical causes of poor performance, lay psychological causes which affected teachers’ choice of teaching methods and consequently student performance. It proved that the internal processes in the teacher influenced their external actions and triggered certain reactions and results from the students.