This paper examined the influence of teacher’s qualification on students’ achievement in English language at the upper basic education level in Ebonyi state, Nigeria. Students’ achievement in English language was examined. Most secondary schools in Nigeria have recorded mass failure in English language in the West African School Certificate examination. The study utilized the co-relational design. One research question and one null hypothesis guided the study. The population of the study consisted 1600 teachers of English language and 28000 students. Through the simple random sampling technique, a sample size of 540 respondents was selected for the study. Instrument for data collection was a structured questionnaire. Data collected were analyzed using descriptive statistics of mean and standard deviation to answer the research questions while regression was used to test the hypothesis. Result of the findings showed that there is a significant relationship between teachers’ qualification and students achievement in English language. Based on this, one of the recommendations is that the government should employ only professionally trained English language teachers to teach English language at the upper basic level of education.
Keywords: Achievement, Determinant, professional teachers, teacher’s qualification, unprofessional
