Influence of Teachers Qualification on Students’ Achievement in English language at the Upper Basic Education Level in Ebonyi State, Nigeria (Published)
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
Influence of Teachers’ Qualifications On Junior Secondary School Students’ Performance in Mathematics and Basic Basic Science in Kaduna State, Nigeria (Published)
This study examined the influence of teachers’ qualifications on junior Secondary School students’ performance in Mathematics in Zaria metropolis of Kaduna State, Nigeria. The study employed ex-post facto research design. Multi-stage random sampling technique was applied to select twelve government junior Secondary Schools from the 23 government junior Secondary Schools in the area. The sample included twenty-four teachers and one thousand, six hundred and ten (1,610) students. Data gathered were the scores of students from the general MOCK examinations which was the pre terminal junior Secondary School external examination. The data was analysed using descriptive statistics i.e. mean and standard deviation to answer the four research questions raised. The findings were that 1. teachers’ qualifications have major influence on students’ performance in Mathematics.2. teachers’ qualifications have major influence on students’ performance in Basic Science 3. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Mathematics & 4. there is little or no difference in the influence of teachers’ qualifications on male and female performance in Basic Science. The study recommended among others that appropriate education authorities and stakeholders should ensure that qualified teachers with relevant qualifications only are those allowed to teach each subject and that teachers with lower qualifications should be made to further their education to obtain higher qualifications for higher teaching skills.
Citation: Jekayinfa, Olatunji James; Salami, Olajumoke Olayemi; Olu-Ajayi Funmilayo Elizabeth; Owonuwa, Seun (2022) Influence of Teachers’ Qualifications On Junior Secondary School Students’ Performance In Mathematics And Basic Basic Science In Kaduna State, Nigeria, British Journal of Education, Vol.10., Issue 8, pp. 31-44
Keywords: Basic Science, Education, Mathematics, Students performance, teacher’s qualification
Teacher Professionalism and Task Performance in Oyo State Public Secondary Schools, Nigeria (Published)
The study investigated professionalism and Teachers’ Task Performance (TTP) in Secondary Schools (SSs) in Oyo State, Nigeria. Descriptive survey research design was adopted while multi-stage sampling procedure was used to select the samples. Simple random sampling technique was used to select 3 out of the 6 Educational Zones (EZs) in the State. The same sampling technique was used to select 10 out of 20 Local Government Areas across the sampled zones. 30% of schools in each of the selected 10 Local Government Areas were equally randomly selected, giving a total of 78 schools. The proportionate to size sampling technique was further adopted to select 20% teachers (1,189) in all the 3 sampled EZs of the State. The total enumeration technique was used to select principals within the sampled schools, which gave 78 respondents. The instruments titled: Teacher Professionalism Questionnaire (TPQ) and Teacher Task Performance Questionnaire (TTPQ) were developed and used to collect data for the study. Reliability coefficients of: r = 0.73, r = 0.84 and r = 0.81 were obtained for the compliance with Code of Ethics, Teachers’ Job Autonomy (indicators of Teachers’Professionalism) and Teachers’ Task Performance(TTP), through Cronbach alpha method. The result among others shows professionalism variables (F(3,1550) =11.404; R2 = 0.082) jointly influenced TTP among Oyo State Secondary Schools Teachers and contributed 8.2% to its variance. The study recommended that government should allow teachers’ some level of autonomy that will enable them carry out their duties in such a manner that will enhance their productivity and make them perform creditably well on their jobs.
Citation: Olayemi Jumoke Abiodun-Oyebanji (2021) Teacher Professionalism and Task Performance in Oyo State Public Secondary Schools, Nigeria, British Journal of Education, vol. 9, Issue 11, pp.1-15
Keywords: compliance with code of ethics, job autonomy, task performance, teachers’ professionalism, teacher’s qualification