Title:
PERCEIVED ROLE OF TEACHERS IN THE UPBRINGING OF STUDENTS IN SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA, EDO STATE

Authors:
Omolara Yetunde Oni, Samuel Ehiagwina and Chioma Veronica Opara, Benin

Abstract:
This study investigates the perceived role of teachers in the upbringing of secondary school students in Oredo Local Government Area, Edo State. The primary aim is to explore how teachers influence students' academic and personal development, as well as their emotional well-being. A survey research design was employed, utilizing a sample size of 100 respondents selected through simple random sampling techniques to ensure representativeness and reliability of the data collected. Key findings reveal that teachers significantly contribute to student upbringing, impacting not only academic performance but also personal growth and self-esteem. Specifically, the study highlights that teachers’ disciplinary actions can positively or negatively affect students' confidence levels. Additionally, a strong relationship was identified between teachers' roles and their effectiveness in addressing students' emotional problems, underscoring the importance of teachers as supportive figures in students' lives. Based on these results, several recommendations are proposed. These include investing in enhanced teacher training programs that focus on effective teaching strategies and emotional intelligence, which are essential for fostering positive student-teacher relationships. Furthermore, improving teacher remuneration is crucial for attracting and retaining quality educators, thereby increasing their motivation and commitment to student development. Finally, schools should create an environment that encourages open communication between students and teachers, establishing safe spaces for discussing personal and academic issues. These measures aim to strengthen the educational environment and support teachers in fulfilling their vital roles in shaping the lives of secondary school students effecting.