RELATIONSHIP BETWEEN TEACHERS QUALIFICATION AND SECONDARY SCHOOL STUDENTS ENGLISH LANGUAGE ACADEMIC ACHIEVEMENT
- Project Research
- 1-5 Chapters
- Quantitative
- Mean and Standard Deviation
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 5000
EXCERPT FROM THE STUDY
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 English is by employing seasoned qualified teachers in all schools (Abe and Adu, 2013). Okuruwa (2019) found that, policy investment on quality of teachers is related to improvement in students’ achievement. Specifically, the measurement of teacher’s preparation and certification are correlates of students’ achievement in science and English. 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 in science and English. This report was in line with the findings of Salman (2009).
Abe and Adu (2013) and Wiki (2013) opined that, a teaching qualification or 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 Ekiti State, teachers who are academically qualified and those that are professionally qualified are engaged to carry out instructional process (Ahiazu and Prince Will, 2011).
Academically qualified teachers refer to those who have academic training as a result of enrolment into educational institution and obtained qualifications such as HND, B.Sc, B.A, and M.A. and so on; while professionally qualified teachers are those who got professional training that gave them professional knowledge, skills, techniques, aptitudes as different from the general education (Edu and Kalu, 2012). They hold degrees like, B.Ed., B.Sc. Ed, B.A. Ed, and M.Ed and so on. On the other hand, there are studies that have found no significant relationship between teacher educational qualification and students’ academic achievement. For instance, Igwe (1990) investigated the influence of teacher’s qualification on academic achievement of students in science subjects in Kano State.
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