THE RELATIONSHIP BETWEEN TEACHERS QUALIFICATION AND STUDENTS ACADEMIC PERFORMANCE IN ENGLISH
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ABSTRACT
This study was carried out on the relationship between teachers qualification and students academic performance in English. The study sought to: determine the relationship between teachers qualification/ certification and students academic performance. Establish the relationship between teachers years of teaching experience and students academic performance. Establish the relationship between teachers knowledge of subject matter and student academic performance. Examine how teachers‟ teaching methods influence student academic performance. In the study, four research questions were raised and answered using the descriptive statistics and four (4) null hypotheses were formulated and tested at 0.05 level of significance. A total sample size of 250 SSII students were randomly selected out of population of 9,938 students in all the secondary schools in the metropolis. All the seventy five (75) teachers teaching English language in the schools were selected to represent the sample for the teachers. Survey design was used in the study and the instruments for data collection were 40 items questionnaire for teachers and the result of standardized examination for students‟ academic performance. Pilot study was conducted in a school outside the study area and the reliability of the instrument was obtained to be 0.88 using test-re test reliability coefficients. The research questions were answered using the descriptive statistics such as mean, standard deviation and frequency count while the Research hypotheses were tested using inferential statistics such as r-test and F-test (ANOVA). Hypotheses 1, 2 and 4 were all accepted while hypothesis 3 was rejected. The major findings are that, teachers’ qualification has no significant relationship with students‟ academic performance and that teachers „knowledge of subject matter played a significant role in the performance of students and therefore it led to the general conclusion that teachers with deeper knowledge of subject matter produced better students, than those with shallow knowledge of subject matter.
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