Teachers’ Psycho-Demographic Dynamics and Students’ Academic Performance in Physical and Health Education in Ogun State

Abstract

This correlational study assessed teachers’ psycho-demographic dynamics and students’ academic performance in Physical and Health Education in Ogun State, Nigeria. A convenience sample of 134 Physical and Health Education teachers was surveyed using a self-developed questionnaire comprising items measuring teachers’ psycho-demographic factors and students’ academic performance. Multiple regression analysis was employed for data analysis. The results revealed a significant relationship between teachers’ psycho-demographic dynamics and students’  academic performance in Physical and Health Education (R² =0.418,  Adj. R² =0.390, p-value < 0.5). The results also highlighted the relative contributions of school location, self-efficacy, gender,  self-esteem, teaching experience, educational qualifications and goal setting to the dependent measure. The study concluded that teachers’ psycho-demographic dynamics have a significant combined influence on students’ academic performance in Physical and Health Education in Ogun State. In particular, self-efficacy, gender, self-esteem, goal-setting, teaching experience, and educational qualification were found to significantly influence students’ academic performance. The study recommends that teachers’ incentives and pay structures be re-evaluated to create more opportunities for performance-based remunerations.