The Effects of the Teachers’ Qualification on Student’s Academic Performance: a Case Study of the Government Teachers Training Colleges in Fako Division
CHAPTER ONE
Objective of the study
The primary objective of this research is to comprehensively investigate the relationship between teachers’ qualifications and student academic performance, with a focus on various educational contexts and factors. To achieve this overarching goal, the study aims to:
- Assess the influence of teacher qualifications, including educational background, certifications, and years of experience, on student academic achievement across different subjects and grade levels.
- Determine the significance of teachers’ subject-specific expertise in enhancing student learning outcomes and identify subjects where this expertise is most crucial.
- Investigate the role of teacher experience in classroom management, curriculum delivery, and student engagement, and its subsequent impact on student academic performance.
- Compare and contrast the effects of teacher qualifications on student achievement in diverse educational settings, such as urban and rural schools, high-poverty and affluent schools, and public and private institutions.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Introduction
A quality teacher is one who has a positive effect on student learning and development through a combination of content mastery, command of a broad set of pedagogic skills, and communications/interpersonal skills. Quality teachers are life-long learners in their subject areas, teach with commitment, and are reflective upon their teaching practice. They transfer knowledge of their subject matter and the learning process through good communication, diagnostic skills, understanding of different learning styles and cultural influences, knowledge about child development, and the ability to marshal a broad array of techniques to meet student needs. They set high expectations and support students in achieving them. They establish an environment conducive to learning, and leverage available resources outside as well as inside the classroom. This study was guided by Education Production Function theory (EPF) which connects teacher characteristics to students’ achievement. This theory is also called input-output theory. Teachers have been recognized as indispensable factor and the most important element in the cause of transmission of knowledge and academic success. Concepts and attributes used to indicate teacher quality are complex and lack consensus definition. Some literature has teacher quality indicators as not only knowledge and skills, but also personal qualities like attitudes, organizational skills, teaching skills, guiding and supporting, communication skills, and so on. Several studies have it that quality indicators like teachers’ subject matter knowledge, pedagogical knowledge, teachers’ qualification have strong positive effect on achievement while others observed contrary to that. Some researchers claimed that teachers’ knowledge of her students has the highest correlation to their achievement, while others maintained that teachers’ teaching experience has the highest correlate. Generally, effective classroom management was observed to have strong positive correlate to students’ interest as well as their achievement.
Teacher’s experience and achievement
Scholars including Darling-Hammond (1999), and Obanya (2003) asserted that the quality of an educational system depends on the quality of the teachers. Ferguson (1992) and Wenglinsky (1992) in different studies found that the single factor affecting academic growth of students is differences in effectiveness of individual classroom teachers. Certain studies on performance suggest that three consecutive years of quality teachers can help overcome the average achievement gap between children from low income and children from higher income families (Hanushek, 2005, Boyd 2008). Clearly, the context of teaching is important and may affect the impact of teacher attributes. It is argued that prospective and experienced teachers’ knowledge and beliefs serve as a filter through which their teaching takes place (Borko and Putnam 1996). However, a study conducted by Martins, Mullis, Gregory, Hoyle and Shen (2000) showed that in a situation where experienced teachers are not promoted out of the classroom into management positions, level of experience has a significant influence on teaching effectiveness of the teachers and their students’ achievement. Aiken (1991), in his study found that teaching experience of teachers is significantly related to their teaching effectiveness and their students’ achievement. The findings of Martins et al (2000) showed a strong positive relationship between teacher experience and students’ outcomes. Murname (1996) opined that the typical teaching- learning curve peaks in a teacher’s first few years. Other studies have shown that new teachers have incomplete or superficial pedagogical content knowledge (Ornstein et al 2000, Feiman-Nemser and Parker 1990). A novice teacher tends to rely on unmodified subject matter knowledge, most often directly extracted from the curriculum and may not have a coherent framework or perspective from which to present the information. Novice also tends to make broad-pedagogical decisions without accessing students’ prior knowledge ability levels or learning strategies. If beginning teachers are to be successful, they must wrestle simultaneously with issues of pedagogical content knowledge as well as general pedagogy or generic teaching principles (Grossman 1990 as cited in Ornsten et al 2000). Similarly, pre-service teachers have shown to find it difficult to articulate the relationship between pedagogical ideas and subject matter concepts (Gess-Newsome and Lederman 1993). Wilson (1992) documents that more experienced teachers have a better “overarching” view of the content field and on which to base teaching decisions.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
It is important to ascertain that the objective of this study was to ascertain the effects Of the Teachers’ Qualification On Student’s academic performance: A Case Study Of The Government Teachers Training Colleges In Fako Division. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges the effects Of the Teachers’ Qualification On Student’s academic performance: A Case Study Of The Government Teachers Training Colleges In Fako Division.
Summary
This study was on the effects Of the Teachers’ Qualification On Student’s academic performance: A Case Study Of The Government Teachers Training Colleges In Fako Division. Three objectives were raised which included; Assess the influence of teacher qualifications, including educational background, certifications, and years of experience, on student academic achievement across different subjects and grade levels, determine the significance of teachers’ subject-specific expertise in enhancing student learning outcomes and identify subjects where this expertise is most crucial, Investigate the role of teacher experience in classroom management, curriculum delivery, and student engagement, and its subsequent impact on student academic performance and Compare and contrast the effects of teacher qualifications on student achievement in diverse educational settings, such as urban and rural schools, high-poverty and affluent schools, and public and private institutions. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from The Government Teachers Training Colleges In Fako Division. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
This study has provided valuable insights into the relationship between teachers’ educational qualifications and the academic performance of secondary school students in Kaduna State. While it highlights the positive influence of teacher qualifications, it also emphasizes the need for a multifaceted approach to teacher assessment and a consideration of contextual factors. The study’s findings can inform policy decisions, teacher development initiatives, and efforts to enhance the overall quality of education in the state.
Recommendation
Based on the findings and conclusions of the study on the effect of teachers’ qualifications on the academic performance, several recommendations are proposed to improve educational outcomes and enhance the quality of education in the region:
- Educational authorities and institutions should prioritize and invest in ongoing professional development opportunities for teachers. This includes offering workshops, courses, and training programs that enhance teaching skills, pedagogy, and subject knowledge.
- Develop incentive programs that encourage teachers to pursue higher educational qualifications, such as advanced degrees and certifications. These incentives could include financial rewards, career advancement opportunities, or recognition for their achievements.
- Implement comprehensive teacher evaluation criteria that consider not only educational qualifications but also teaching effectiveness, classroom management skills, and student engagement. This holistic approach to assessment provides a more accurate measure of teacher quality.
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