TEACHER PEDAGOGICAL PROFICIENCY AND ACADEMIC RESILIENCE: AN EMPIRICAL STUDY OF TERTIARY INSTITUTIONS IN EDO STATE NIGERIA

Abstract

Academic resilience refers to students' ability to cope with and overcome academic challenges and setbacks effectively. Fostering academic resilience is crucial for student success and retention in tertiary institutions. Teacher’s pedagogical proficiency plays a significant role in developing and supporting academic resilience among students. This study explores the relationship between teacher practices and academic resilience in tertiary institutions in Edo State, Nigeria. Thus, the present study examined the teacher’s pedagogical proficiency as a factor influencing the student’s academic resilience in Edo State, Nigeria. Ninety-six undergraduates enrolled in different courses from two higher education institutions in the Edo State of Nigeria participated in the study. A simple percentage score indicates that most students (65.5%) indicated positive academic resilience, while less (34.5%) showed negative academic resilience. Furthermore, a simple regression analysis was performed to test the study hypothesis. The result revealed that teachers’ pedagogical proficiency positively predicted students’ academic resilience. The findings provide valuable insights for educators, policymakers, and stakeholders in the education sector, helping to create more resilient and successful student