ABSTRACT
This study was carried out to assess the effect of teachers’ qualification on the academic performance of Chemistry students. The instrument employed for data collection was a self-structured questionnaire with a reliability test of 0.89 which shows the genuineness of the instrument. The self-structured questionnaire was developed and administered to 133 students in selected junior secondary schools in Egor local government area of Edo State.. The data from their responses were analyzed with the use of simple percentage, mean, and standard deviation.
The study provided significant insights into the relationship between teachers' qualifications and students' academic performance, reaffirming the crucial influence of teachers on students' academic and lifelong success, as supported by previous research. The research examined various dimensions of teaching practices and their impact on both academic and non-cognitive outcomes among students in urban school districts. The findings revealed that upper-elementary teachers exerted a substantial influence on students' attitudes, behaviors, and academic performance. Furthermore, the study shed light on the performance of qualified and unqualified teachers in secondary school chemistry classes, demonstrating that while qualified teachers generally had a positive impact, there was no significant difference in academic performance between the two groups. Unqualified teachers, on the other hand, posed challenges to students, affecting their motivation, practical participation, and comprehension of concepts. To address these issues, the study proposed several solutions, including providing teachers with the necessary resources, time for preparation and teaching, promoting continuous learning, and ensuring the appropriate qualifications for teaching duties. This research contributed valuable insights for policymakers, educators, and stakeholders seeking to enhance the quality of education and teachers' qualifications for the benefit of students' academic achievements and overall educational experiences.
Education authorities and institutions prioritized ongoing professional development for teachers, offering opportunities to enhance subject knowledge, teaching skills, and classroom management techniques. This commitment to continuous learning equipped teachers with the necessary tools for delivering effective instruction and improving both academic and non-cognitive outcomes for students. Rigorous qualification standards, particularly in subjects like chemistry, were established and regularly updated to meet evolving educational demands, ensuring that students consistently benefited from well-prepared educators. In regions with a scarcity of qualified teachers, support and mentorship programs were instituted to assist unqualified teachers, offering guidance, training, and resources to improve their teaching skills and mitigate the challenges faced by students taught by educators without proper qualifications. Additionally, schools and educational institutions ensured that teachers had access to the appropriate tools, resources, and facilities to effectively teach subjects like chemistry, including adequate resources for practical experiments and a conducive learning environment. Allocating sufficient time for teachers to prepare and teach effectively was deemed essential, significantly impacting students' academic performance and overall classroom experiences.
