Teacher Qualification And Experience As A Predictors Of Job Performance In Secondary Schools

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TEACHER QUALIFICATION AND EXPERIENCE AS A PREDICTORS OF JOB PERFORMANCE IN SECONDARY SCHOOLS
Teacher Qualification
Abstract
The study investigated the extent to which teachers ‘qualification and subject mastery could predict students’ Teacher Qualification achievement in English language among senior secondary students in Ibarapa Division of Oyo state. Teacher Qualification The study adopted a descriptive research design of survey type to provide answers to four research questions. The study covered twenty (20) senior secondary schools randomly sampled. In each of the schools, a total number of fifty (50) senior secondary II students were selected to participate in the study making a total of one thousand (1000) S.S.II students in all. All the S.S. II English language teachers in the selected schools also participated in the study. Subject Mastery(r=.74) Questionnaire and English Language Achievement Test(r=.72) were used in data collection. Data collected were analyzed using frequency counts and simple percentage. Multiple regression analysis was also used for data analysis. All research questions were answered at 0.05 level of significance The findings of this study showed that :Teachers’ teaching qualification has a significant relative contribution to students’ academic achievement in English language. Abstract -The study investigated the extent to which teachers ‘qualification and subject mastery could predict students’ achievement in English language among senior secondary students in Ibarapa Division of Oyo state. The study adopted a descriptive research design of survey type to provide answers to four research questions. The study covered twenty (20) senior secondary schools randomly sampled. In each of the schools, a total number of fifty (50) senior secondary II students were selected to participate in the study making a total of one thousand (1000) S.S.II students in all. All the S.S. II English language teachers in the selected schools also participated in the study. Subject Mastery(r=.74) Questionnaire and English Language Achievement Test(r=.72) were used in data collection. Data collected were analyzed using frequency counts and simple percentage.Teacher Qualification Multiple regression analysis was also used for data analysis   Teacher Qualification All research questions were answered at 0.05 level of significance The findings of this study showed that :Teachers’ teaching qualification has a significant relative contribution to students’ academic achievement in English language (β = 0.192; t = 5.756; P <0.05).Teachers’ knowledge of subject mastery has significant relative contribution to academic achievement of students in English language (β = 0.116; t = 4.923; p< 0.05). The joint contributions of teachers’ qualification and teachers’ subject mastery to student’s achievement in English is significant (F (1,1252) = 10. 105; P <0.05) . The two variables in this study: Teachers’ Teacher Qualification teaching qualification (β = 0.192; t = 5.756; P <0.05) and teachers’ subject mastery (β = 0.116; t = 4.923; p< 0.05) can predict student academic achievement in English language: Based on these findings ,it is recommended that: Government should organize seminars, workshops to foster teachers’ mastery of the subject. Government should also make sure that teachers employed possess the necessary teaching qualifications to teach English language content knowledge necessary for teaching English language.Teacher Qualification

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