EFFECTS OF TEACHERS’ QUALIFICATION ON STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

The purpose of education is to equip the individuals to reshape their society and eliminate inequality. In particular, secondary school education is an important sector in national and individual development. It plays a vital role in creating a country’s human resource base at a level higher than primary education (Boit, Njoki and Chang’ach, 2012).

Provision of quality secondary education is therefore important in generating the opportunities and benefits of social and economic development (Onsumu, Muthaka, Ngware and Kosembei, 2006). One of the indicators of quality of education being provided is cognitive performance of learners (UNESCO, 2005). Levin, Wasanga and Somerset (2011) reported that the academic performance of students at secondary school level is not only a pointer of the effectiveness of students but also a major issue that depends on teachers’ qualification.

The quality of education of a nation could be determined by the quality of her teachers.  The most important factor in improving students’ achievement in is by employing seasoned qualified teachers in all schools.  Policy investment  on  quality of  teachers  is  related  to improvement  in  students’  performance (Abe and Adu,  2013).  It  is  further  reported  that,  teacher’s characteristics such as certification status and degree in area  of  specialization  are  very  significant and  positively correlated  with  students  learning  outcomes  (Salman, 2009).

Wiki  (2013)  opined  that  a teacher qualification is one of a number  of academic  and  professional  degree  that enables  a  person  to  become  a registered  teacher  in primary or secondary school. Such qualifications include, but are not limited to, the Postgraduate Certificate in Education (PGDE).  The Professional  Diploma  in Education  (PDE),  Bachelor  of  Education  (B. Ed) and Nigeria  Certificate  in  Education  (NCE).  In  Lagos  State, teachers who  are  academically  qualified  and  those  that are  professionally qualified  are  engaged  to  carry  out instructional process (Ahiazu and Princewell, 2011).

There is growing interest in the professional development of teachers as the demands, expectations, and requirements of teacher education increasingly come under scrutiny (Louhran, 2014). What the teacher does, influences, the whole process of learning. Effective teacher produces better performing students (Akiri 2013). Van den Bergh and Roos (2014) maintained that professional development of teachers can be effective and sustainable, if certain conditions are met (Curwood 2014).

A teacher is the bridge that makes teaching and learning effective. The teacher is thus the builder whose performance depends on adequate qualification, gender, experience and preparation. This adequate knowledge and experience could be attained or achieved by acquiring additional knowledge that will stimulate his/her communication in teaching for efficiency (Oyedeji, 2000). That is, teachers’ attitude, personality, quality, effectiveness, academic qualification, experience and gender of a teacher enhance or determine his/her performance. It could also be noted that the level and quality of education attained by the teacher determines the characteristics exhibited vis-à-vis the performance of the students.

The differential scholastic achievement of students in Nigeria has been and is still a source of concern and research interest to educators, government and parents.  This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about  the  fallen standard  of  education  in  Nigeria  (Adebule,  2004).  Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students’ low performance at both internal and external examinations.  Hence, this study investigates the effects of teachers’ qualification on students’ academic performance in senior secondary schools in Lagos State.

1.2   Statement of the Problem

Several researchers have attempted to investigate the link between teacher’s characteristics and students’ academic performance, leaving behind gaps that needed to be filled. Prior studies had different independent variables and were conducted in different contexts which justify the need for the proposed study.

Many secondary schools whether public or private in Lagos State engage unqualified teachers and tutors who lack the requisite qualification in terms of academic competence and training needed to transfer knowledge to their students. These teachers who ought to be the catalyst for learning and aiding academic performance in students have become a cog in the wheel of academic progress in the Nigerian educational system. It is against this backdrop that this research seeks to examine the effects of teachers’ qualification on students’ academic performance in senior secondary schools in Lagos State with special reference to Agege Local Government Area.

1.3   Purpose of the Study

The study was conducted with the following objectives:

·        To explore the relationship between teachers qualifications and students academic performance in senior secondary schools in Lagos State.

·        To examine the effects of teachers’ experience on students’ academic performance in senior secondary.

1.4      Research Questions

The following questions were asked in the process of the study:

1.   Do teachers’ qualifications have any effect on students’ academic performance in senior secondary schools in Lagos State?

2.   Is teacher’s experience a significant predictor of students academic performance in senior secondary?

1.5   Research Hypotheses

The following null hypotheses were tested in the study:

HO1   There is no significant relationship between teachers qualifications and students academic performance in senior secondary schools in Lagos State.

HO2  Teacher’s experience is not a significant predictor of student academic performance in senior secondary school.

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