Influence of Teachers’ Attitude on Students’ Interest in Science Subjects in Secondary Schools in Abakaliki, Ebonyi State

The attitude of secondary school teachers toward their subjects and students has been consistently identified as a significant predictor of student academic interest, motivation, and career aspirations. This study examined the influence of teachers' attitudes on students' interest in science subjects in secondary schools in Abakaliki, Ebonyi State, South East Nigeria. A descriptive survey design was adopted, with 380 students and 60 science teachers participating from ten secondary schools. The Teachers' Attitude Assessment Scale and the Student Subject Interest Inventory were administered. Data were analysed using regression analysis, Pearson correlation, and mean scores. Findings indicated a significant positive relationship between teachers' positive attitudes toward science instruction and students' interest in science subjects. Students whose science teachers demonstrated enthusiasm and encouragement reported significantly higher interest levels and more frequent consideration of science-related career paths. Negative teacher attitudes, including dismissiveness, excessive strictness, and poor communication, were strongly associated with student disengagement from science subjects. Female students were more sensitive than males to teacher attitudinal influences. The study concluded that teacher attitude is a mediating variable that school counsellors and administrators must address. Recommendations included teacher attitude sensitisation workshops facilitated by guidance counsellors and the incorporation of interpersonal communication training in teacher professional development in Ebonyi State. Keywords: teacher attitude, student interest, science subjects, secondary school, Abakaliki.