TEACHERS’ ATTITUDE AND ITS INFLUENCE ON STUDENTS’ LEARNING INTERESTS IN HIGHER INSTITUTIONS IN SOKOTO STATE

Abstract

This study investigates the influence of teachers’ attitudes on students’ learning interests in higher institutions within Sokoto State, Nigeria. Teachers’ attitudes play a critical role in shaping students’ engagement, motivation, and overall academic success. Positive teacher behaviors, such as encouragement, respect, and active involvement, can stimulate interest and improve learning outcomes, while negative attitudes may hinder students’ willingness to participate and learn. Using a descriptive survey design, data were collected through structured questionnaires administered to students and lecturers across selected departments in Sultan Abdulrahman College of Health Technology and other higher institutions in the state. The study employed both quantitative and qualitative methods for data analysis. Findings revealed that a significant relationship exists between teachers’ attitudes and students’ interest in learning. Specifically, students responded more positively in environments where teachers demonstrated approachability, fairness, and passion for teaching. Conversely, disinterest and poor communication from teachers were linked to reduced student motivation. The study recommends continuous professional development for lecturers on student-centered teaching approaches and regular evaluation of teacher-student relationships to enhance educational outcomes. These findings underscore the importance of fostering positive teaching attitudes to improve learning experiences in tertiary education