TEACHERS’ CLASSROOM ATTITUDES AND PUPILS ACADEMIC ACHIEVEMENT IN CALABAR SOUTH LOCAL GOVERNMENT AREA, CROSS RIVER STATE, NIGERIA

This study investigated the influence of teachers' classroom attitudes on pupils' academic achievement in Calabar South Local Government Area, Cross River State, Nigeria. The research focused on three independent variables: teachers' professional conduct, teacher-student relationships, and classroom management practices, with pupils' academic achievement as the dependent variable. A correlational research design was adopted, using a 4-point Likert-scale questionnaire to collect data from a randomly selected sample of 250 primary school pupils. The data was analyzed using the Pearson Product Moment correlation coefficient statistical technique. Results revealed significant influences of teachers' professional conduct, teacher-student relationships, and classroom management practices on pupils' academic achievement. The study concluded that professional development, fostering positive teacher-student relationships, and effective classroom management are crucial for improving academic performance. Based on these findings, the study recommends that government and educational authorities implement regular training programs for teachers, promote positive teacher-student interactions, and enforce structured classroom management practices. Addressing these factors can significantly enhance educational outcomes in Calabar South LGA.