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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 students’ academicperformance in senior secondary school.
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