CHAPTER ONE: INTRODUCTION

1.1 Background to Study

Education as the most valuable resource in any nation is the foundation of a nation’s

economic, social, industrial, political, scientific, technological, religious as well as

developmental strength. Education and its benefits can never be over emphasized as all aspects

of development are centered on it. Education is one of the vital instruments for development in

Nigeria. Every educational system at every level depends heavily on teachers for the execution

of its programmes (Ichazu and Omoregie, 2020). According to Taiwo (2018), education is the

cornerstone of any nation and has remained for some time a big industry in Nigeria and perhaps

the largest and most costly of all the national undertakings in Nigeria nowadays.

In recent years, there has been growing awareness that advancement in education

depends largely on the qualifications and ability of teachers (Adeogun, 2001). Teachers are the

most important single factor in the success of an educational enterprise (Aaronson, Barrow &

Sander, 2007; Harris & Sass, 2008; Rivkin, Hanushek and Kain, 2005). Teachers, therefore, have

a vital role to play in the development of a nation, especially in upbringing leaders and

intellectuals of tomorrow who will sustain the nation’s development (Taiwo, 2018). If one seeks

the explanation of the rise of any nation, one will have to turn to schools and examine the caliber

of their teachers. Therefore, it is not surprising that both the developed and the developing

nations of the world are today asking questions about their teachers, their relevance and

adequacy of their preparations. There has been much concern expressed in recent years about the

apparent fall in standard of education in Nigeria, most especially at the secondary school level

(Olagoke, 2018). This perhaps explains why Nigerian government has moved from one system

1
of educational structure to another in search of excellence in its educational products (Duze,

2011). The main causes for this fall in standard of education, according to Olagoke (2018), are

low teacher/pupils ratio caused by the geometric progression in students’ population and lack of

qualified teachers.

According to Adeniji (2009), teachers are highly essential for successful operation of the

educational system and important tools for the educational development. Adeniji (2009) further

opined that, teachers at all levels of education play the decisive role in pivoting the growth and

the direction of education. It is an acceptable fact that teacher is the most important cog in the

educational machine and that teachers are highly instrumental to the success of any educational

programme embarked upon by any government. This is because apart from being at the

implementation level of any educational policy, the realization of these programmes also

depends greatly on teachers’ dedication and commitment to their work (Adeniji, 2009).

Darling-Hammond (2000) states that the characteristics of teacher quality are: verbal

ability, subject-matter knowledge, knowledge of teaching and learning the ability to use a wide

range of teaching strategies adapted to student needs. A teachers’ qualities include preparation

and training, the use of a particular instructional approach and experience in teaching. This

insight is shared by Mullis, Kennedy, Martin and Sainsbury (2014) who indicate that teacher

quality is an important determinant of pupil performance. The quality of education hinges on

the quality of teaching that goes on in the classroom reinforcing the idea that quality teachers

make up for the deficiencies in the curriculum and in educational resources (Anderson, 2011).

Teacher quality is widely thought of as an essential determinant of academic performance, yet

there is little agreement as to what specific characteristics make a good teacher (Hanushek and

Rivkin, 2016).

2
 Most studies show small, statistically insignificant relationships, between teacher quality

and students’ academic performance. Secondary education is the pivot around which the

development of the nations’ economy revolves. It is the engine room that provides the input,

resources into the nations’ economy and higher education production systems. The provisions of

the National Policy on Education for teacher education includes the purpose of teacher

education, institutions of training professional teachers and their entry qualifications, curriculum

of teachers’ Colleges and Professionalization of teaching. Effective learning in schools would

require effective teaching to accompany the efforts of the learners. Teacher qualifications needs

to be very high in order for meaningful teaching and learning to take place (Segun, 2016).

At the secondary school level where a distinction has been made between Junior

Secondary School (JSS) and Senior Secondary School (SSS) curricula, teacher qualifications for

each level and appropriate ssubject would vary as well. In order to ascertain what these

qualifications are, the JSS and SSS programmes need to be examined in the context of the

preparation of the teachers that would implement these programmes. Their qualifications must

therefore relate to academic and professional preparation, professional growth, classroom

interaction and evaluation (Macaulay, 2016).

The professional secondary school teacher is expected to possess certain qualifications

both professional and personal. Professional qualifications are both academic and pedagogical.

Academic qualifications are the teacher’s knowledge of his subject. Pedagogical competency is

the art of teaching the subject, observing such principles as teaching from known to unknown,

concrete to abstract and from simple to complex (Akpan, 2012).

3
 The secondary school teacher’s success in the classroom depends very much on his

preparedness for the instruction process. It has been observed that the present secondary school

teachers are not professional teachers or has any of them even undergone a teacher training

programme, sometimes, those who teach are graduates of pure physical sciences like chemistry,

engineering and sometimes other specialized fields who are not related to education and thus,

many of these teachers are not education graduates (Onwioduokit and Ikwa, 2010).

It is to be noted that the teacher is the main aid to learning, his methods, styles and

techniques being additional aids. Where a teacher is deficient in a particular topic, the tendency

is to dodge the areas of deficiency while the learner is bound to suffer. Keegan (2016) affirmed

that a beautiful building and expensive equipment, stocked in, will not lead to effective learning

without the qualified teacher putting them into use and making students to participate in the

experimental procedures.

What is then needed to be a competent secondary school teacher? A competent secondary

school teacher is a person who is professionally qualified and trained to teach in secondary

school, having the necessary qualities or skills and showing adequate skills in the teaching

process, (Osaat, 2014). Other qualifications required of teachers include knowledge of subject-

matter, pedagogy, skill processes, resourcefulness, behaviour motivation and evaluation (Ivowi,

2016). A competent teacher attends conferences, workshops and seminars, has a good classroom

control, effective communicative skills, adequate knowledge of the subject, utilize a variety of

teaching methods, or strategies and show enthusiasm for teaching (Akinbobola, 2014).

The quality of a teacher determines the academic performance of students in all

ramifications of knowledge. Similarly, the success of educational enterprise, especially in terms

4
of quality education, majorly lies on sufficiency of qualified teachers in the educational system.

National Policy on Education of Federal Republic of Nigeria (2004 & 2013) asserted that no

nation can achieve economic, social and technological progress and self-sufficiency without a

good system of education to sustain its achievement. The training and production of the man-

power required for attainment of national objectives is dependent on the quality and quantity of

teachers (Jekayinfa, 2010).

Teacher’s qualification therefore plays a major influence on secondary school student’s

academic performance in Nigeria and in Abuja Municipal Area Council, Federal Capital

Territory Abuja in particular because the qualification of a teacher is what made and equipped

him to be a professional teacher while his experience in teaching industry exposes him to real

classroom condition. A teacher with teaching qualification and years of experience tends to be

more proficient in discharging his/her duty as a teacher by applying his teaching skill and

knowledge accumulated over the years for better academic performance of the students.

1.2 Statement of the Problem

The alarming poor and abysmal performance of secondary school students in Nigeria and

Federal Capital Territory Abuja in particular has indeed called for question the integrity of our

classroom teachers and professionals in Nigeria educational system. As the teachers’ primary

role of transmission of knowledge and skills has never in dispute, there is every need for teachers

to demonstrate efficiency in this primary role. Nwosu (2010) states that, the deficiency and poor

academic performance of students in secondary schools could be traced to lack of teachers’

qualifications and learning resources in our classrooms. It has also been observed that the present

state of secondary school teaching in Nigeria indicates that many people who teach at the

secondary school level are not professional teachers which might be one of the reasons for the

5
poor performance of students in so many subjects in the external examination (Inyang, 2013).

Thus, secondary school teachers should ask themselves these critical questions: Do I have the

academic and professional qualifications to enable me teach the content meaningfully? Do I have

the mastery and skills to carry out the evaluation based on the evaluation procedures? If these

salient questions can be given a sincere and meaningful answers by our secondary school

teachers, it will go a long way to resolve persisting poor performance of secondary school

students in Nigeria.

However, this recurring problem in our educational system has therefore necessitated a

discreet investigation into how the teachers’ qualifications influence academic performance of

secondary school students in Nigeria with particular reference to Abuja Municipal Area Council

(AMAC), Federal Capital Territory (FCT) Abuja.

1.3 Objectives of the Study

The broad objective of this study is to investigate the influence of teachers’ qualifications

on academic performance of secondary school students in Nigeria with particular focus on Abuja

Municipal Area Council (AMAC) Federal Capital Territory Abuja.

While the specific objectives include;

1. To examine the required qualifications for secondary school teachers in Nigeria

2. To know if actually the secondary school teachers in Nigeria has the requisite academic

and professional qualifications to teach

3. To examine how teachers’ qualifications influence secondary school student’s academic

performance in Nigeria

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1.4 Research Questions

The following research questions were formulated to guide the study:

1. What are the requisite qualifications for secondary school teachers in Nigeria?

2. Do secondary school teachers in Nigeria actually has the requisite academic and

professional qualifications to teach?

3. How did teachers’ qualifications influence secondary school student’s academic

performance in Nigeria?

1.5 Significance of the Study

This study has both theoretical and practical significance. Theoretically, the study will

close the existing gap in the literature as relate to the influence of teachers’ qualifications on

secondary school student’s academic performance in Nigeria.Also, the study will be useful to

students, researchers and scholars as it would serve as an important resource in developing

further studies on the subject matter.

Practically, the study will help the teachers and encourage them to update their

knowledge and to prepare themselves fully for teaching. It would also make the teachers to be

effective and proficient in the teaching profession.

The study will significantly benefit the secondary school students in acquiring well

packaged and properly prepared lesson from their teachers. Teachers' experience and subject

mastery would help the students to have sophisticated information and likewise teachers'

effective teaching approaches and appropriate materials would enable the students to effectively

learn and retain what they have learnt and thereby advancing their performance.

Furthermore, the study will help government to realize the importance of employing

qualified and experienced teachers that can transmit the true content of curriculum to the

7
students.Likewise, it would assist the government to underscore the imperativeness of proper

monitoring and supervision of schools to infer from them true picture of teaching/learning

process that goes on in the schools.

Finally, the study will help the educational policy makers and curriculum planners or

developers to be aware of educational setback attached to frequent changing of educational

policies and curricula. It would also help them to determine the type of teachers that should be

employed to teach students in the class.

1.6 Scope of the Study

This study was carried out in Abuja Municipal Area Council (AMAC), Federal Capital

Territory (FCT) Abuja. The study was fashioned to investigate the influence of teachers’

qualifications on secondary school student’s academic performance in Nigeria.

According to AMAC information manual (2013), the Abuja Municipal Area Council

(AMAC) was created on 1st October 1984 along with Gwagwalada Local Government with its

headquarters at Olusegun Obasanjo Way, Area 10, Garki, FCT, Abuja, Nigeria and has an area

of 1,769 (sq km).Following the controversies surrounding the status of Abuja at the debate of

1989 Constitution; the local governments in Abuja were re-designed into Area Councils. The

objective was to maintain neutral status of Abuja as an entity different from other states of the

federation.

Abuja Municipal Area Council (AMAC) is located on the eastern wing of the Federal Capital

Territory Abuja. Bulk of federal institutions, ministries, embassies as well as both public and

private educational institutions are located within the confines of the council.

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The Abuja Municipal Area Council (AMAC) comprises of twelve political wards namely; city

center, Garki, Gui, Gwarinpa, Jiwa, Karshi, Kabusa, Karu, Nyanya, Orozo, Gwagwa and Wuse

and each of these wards are represented by an elected councilor. While the councilors form the

legislative arm of the area council, the executive arm comprise of an elected chairman and a vice

chairman together with an appointed secretary and other supervisory councilors and special

adviser.

1.7 Operational Definition of Terms

Influence

Influence is the capacity or power of persons or things to be a compelling force on or

produce effects on the actions, behavior, opinions, etc., of others (Dictionary.com, 2024).

Teacher’s Qualification

Teacher’s qualification refers to the kind of professional education for teaching that the

teacher has received (Agbor, Onnoghen and Etan, 2023).

Academic Performance

Academic performance according to is the knowledge gained which is assessed by marks

by a teacher and educational goals set by students and teachers to be achieved over a specific

period of time (Goshi, 2020).

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 CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Conceptual Framework

2.1.1 The Concept of Teachers’ Qualification

While qualification is a special skill or type of experience or knowledge that makes

someone suitable to do a particular job or activity according to Aina, Olanipekun and Garuba

(2015), teachers’ qualification is a particular skill or type of experience or knowledge someone

possesses to make him or her able to teach effectively. Teachers’ qualifications could

consequently mean all the skills a teacher is required to teach well. Such skills include formal

education, experience, subject matter knowledge, pedagogy studies, duration of training,

certificate/license and professional development (Zuzovsky, 2009).

Someone might have a teaching certificate at hand but without adequate knowledge of

subject matter, this individual has no teaching qualifications yet. Similarly, someone without

proper knowledge of pedagogy or someone who spent few years in training without completing

the required years does not possess teacher qualifications (Darling-Hammond, Berry and

Thoreson, 2001). Professional development and experience also count for teachers’

qualifications, as several studies have revealed (Helk, 2007). Qualification is one of the critical

factors that drive students’ academic performance (Hakielimu, 2011). Eryilmaz and Laslan

(1999) observed that one of the most important factors in the teaching process is teacher’s

qualification. The perspective of Ibrahim (2000) was that teachers’ qualifications can go a long

way to bring about students’ higher academic achievement. Teachers’ profession relates to

competence in instruction and management of students and materials in the classroom

(Hamilton-Ekeke, 2013). A qualified teacher is the one who holds a teaching certificate and/or is

licensed by the state, owns at least a National Certificate in Education (NCE) and a bachelor’s

10
degree from a three- or four-year program from higher institution of learning and is

knowledgeable in his/her area of specialization (Musau & Abere, 2015). However, Darling-

Hammond (1998) defines a well-qualified teacher just as one who was fully certified and held

the equivalent of a major in the field being taught.

Teachers’ qualifications are more than just holding a certificate of any institution.

(Zuzovsky, 2009). Zuzovsky (2009) study ties teachers’ qualifications to seven indicators which

include:

i. Teachers’ formal education;

ii. Teachers’ education in the subject matter of teaching (in-field preparation);

iii. Teacher education in pedagogical studies;

iv. Duration of the preparation period;

v. Certification and licensing status;

vi. Years of experience;

vii. Preparation in professional development activities.

According to Asikhia (2010), teacher qualifications can be divided into two categories.

The categories are personal quality and certification. What qualifies someone to teach and that

can influence students’ academic performance are related to certain qualities teacher got in the

classroom and was certificated at a particular period of his or her lifetime. The personal qualities

are continuous in his or her lifetime. The second one is those related to degree certificates,

formal education, and in-field preparation which are not throughout the life of a teacher. Once a

teacher obtains them, it is over for his or her lifetime. Teaching strategies, experience,

professional development, motivation, and interaction are personal to the individual teacher and

keep changing during the teacher’s life. A teacher who has a bad teaching strategy today may not

11
have it later. A teacher’s experience today will not remain the same in a year to come, so will

professional development. A teacher who is poor in motivating and interacting with students

today may not remain the same or will probably learn how to do it. A qualified teacher is that

teacher who establishes a pleasant, business-like classroom climate, one that elicit students’

responsibilities and co-operation in doing academic work.

Therefore, 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

general education (Akpo, 2012). They hold degrees like, B.Ed., B.Sc. Ed, B.A. Ed, and M.Ed

and so on.

2.1.2 The Concept of Academic Performance

In educational setting, success is measured by academic performance or how well a

student meets standards set out by the institution. As career competition grows even more fierce

in the working world, the importance of students doing well in school caught the attention of

parents, legislators and government education departments alike (Aina and Olanipekun, 2015).

Academic performance according to Goshi (2020) is the knowledge gained which is

assessed by marks by a teacher and educational goals set by students and teachers to be achieved

over a specific period of time. These goals are measured by using continuous assessment or

examinations results. Academic performance is the consequence of teaching and learning.

Students’ academic performance is seen as a student scholastic standing at a given moment.

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2.2 Theoretical Framework

This study was s anchored on the Theory of Performance (TOP). The theory of

performance (TOP) was propounded by Don Elger in the year 1962. The theory of performance

develops and relates six foundational concepts to form a framework that can be used to explain

performance as well as academic performance improvements in order to produce valued results.

A performer can be an individual or a group of people engaging in a collaborative effort.

The theory further noted that developing performance is a journey, and level of

performance describes location in the journey. Current level of performance depends holistically

on six components: context, level of knowledge, levels of skills, level of identity, personal

factors, and fixed factors. Three axioms are proposed for effective performance improvements.

These involve a performer’s mindset, immersion in an enriching environment, and engagement

in reflective practice.

This theory is of a great importance to this because the theory helps us to understand that

a teacher that advances his levels of his qualifications and performance produces deeper levels of

learning, improves levels of skill development, and more connection with the discipline for

larger classes while spending less time doing this. The theory also purports that as an academic

department improves its level of performance, the members of the department are able to

produce more effective student learning, more effective research, and a more effective culture.

13
2.3 Empirical Review

Many authors have written on the influence teacher’s qualification students’ academic

performance.

Jonah (2004) carried out a study on the influence of teacher’s qualification on academic

performance of students in science subjects in Kano State. The study revealed that there was no

significant relationship between teacher’s qualification and students’ performance. Similarly,

Adeniji (2004), Adaramola and Obomanu (2011) and Daniel et al. (2007) found out that

teacher’s qualification contributed minimally to the variance with students’ cognitive

achievement.

This was contrary to the observations of Filgona et al. (2016) whose study academic

achievement of primary school children via their teachers’ qualifications. In the study, Data were

collected from a sample of 100 boys from two English medium schools. Results indicated that

the children whose teachers were highly educated had better performance in both school

examinations and achievement tests than those children whose teachers were less educated.

Similarly, Bamidele and Adekola (2017) carried out research to investigate the

relationship between education of teachers’ and academic achievement of students on a sample

of 85 school students of semi-rural settings in Rajasthan. The results revealed that the children

whose teachers were educated performed higher in academics than the children whose teachers

were illiterate. Furthermore, the results indicated that teachers’ education was significantly

related to the academic achievement of the students.

Also, Akpo (2012) investigated the relationship between teachers’ education and

academic achievement of 369 boys and 652 girls in South Africa. The marks obtained by the

pupils in the class were aggregated as the criterion measure of academic achievement of the

14
students. Findings revealed significant effect of teachers’ education on academic achievement of

their children.

Furthermore, Rivkin et al. (2005) conducted a study on teachers’ qualifications and

academic achievement of elementary school children. The sample comprised of 212 students of

middle schools of Bhopal. The results revealed a significant difference in academic achievement

of boys and girls been dependent of teachers’ qualifications.

Maguswi (2011) conducted research on factors contributing to underachievement of

Zambian female students in O- Level physics examinations. The study however revealed that of

qualified teachers of physics had a significant contribution underachievement.

GoldHaber and Brewer (2007) conducted the study which examined the correlation

between teacher teacher’s certification and student’s outcomes where they made a focus on the

relationship between certification content area and students’ test scores. They found that lesson

delivery done by a teacher having any certification in education, scored significantly higher than

the students who were taught by teacher with no certification or in another area of specialization.

2.4 The Influence of Teacher Qualification on Students’ Academic Performance

The provision of relevant education to secondary school students should depend on

various factors including qualification of teachers. According to Goldhaber and Brewer (2007),

linkage based on qualification among teaching staffs and school productivity could be affected

by other factors like school environment and socio-economic status of the country as well as

teaching experience where the school performance can vary depend on teachers’ teaching skills

and experience that may tend to be having high school outcomes. However, Mayer, Mullens and

Moore (2000) investigated the correlation between teacher education and certification and also

student outcomes and stated that there was a linkage between school productivity and

15
qualification of teachers. Wright and Horn (2007) indicated that the qualification of high school

level teachers, may lead to high students’ academic performance and also, they added that public

high school teachers, who got a degree in the field of education as well as certification may be

looked as the fact, that can enhance the students’ academic performance.Teacher qualifications

have been linked to academic performance. Teachers with high qualifications had strong positive

effect on the academic performance of students. The quality of any education system is a

function of the teacher quality within the system (Yasin, 2021). Fabiyi and Fagbamiye (2001)

remarked that teachers’ competence contributes to pupils’ achievement. Okunola (2001) noted

that no institution can rise above the quality of its personnel, gives credence to the fact that a

person can only give what he/she have, in terms of knowledge or experience. A qualified teacher

is more likely to achieve teaching effectiveness than unqualified ones. The recruitment of

unqualified personnel led to the failure of Nigeria educational system in the 50’s and it’s is still

part of the problem facing our educational system today (Saovapa and Wiwat, 2012). Philip, Wik

and Kyun (2017) affirmed that teaching methods are crucial factors that affect the academic

achievement of students, and no matter how well developed a curriculum is, the success of any

curriculum depends on the quality of the teachers implementing it.

Teacher qualification is seen as requirement for the teaching profession. A qualified

teacher has the capacity to teach and improve on students’ learning thereby leading to high

academic performance. Segun (2016) confirmed that for any meaningful teaching and learning to

take place, teacher qualifications need to be very high. Macaulay (2016) affirmed the above

assertion by Segun (2016) that qualifications must relate to academic and professional

preparation, professional growth, classroom interaction and evaluation. This is true because a

teacher who is not trained in a particular discipline will not perform as much as if he trained in

16
that particular field. In this case the teacher relies on ‘reading and teaching’ because the in-depth

knowledge is lacking for effective instructional delivery.

Buabeng (2014) opined that the quality of the teachers implementing a curriculum has a

greater effect on the academic performance of students. Regardless of how well-resourced the

school is or how extensive the curriculum is, teaching methods also have a significant impact on

students’ academic progress as well as how easier for a misconception is to be dispelled. When

the finest teaching strategies are employed, teachers can have a significant positive impact on

students’ knowledge that can lead to good performance.

2.5 Appraisal of Literature Review

From the literature reviewed so far and on the basis of the theoretical framework

examined, it can be seen that the quality of teachers to a large extent determines the academic

performance of students. Evidences have shown that standard of education has fallen despite the

huge sum of money the government has invested in education. Examination malpractice, moral

decadence and poor job performance are some of the indices of poor standard of the education in

Nigerian secondary schools in general and schools in Abuja Municipal Area Council

(AMAC)Federal Capital Territory (FCT) Abuja in particular. If a teacher is academically-sound,

professionally-competent, has years of experience coupled with good qualification and possesses

good attitude, he is expected to be able to discharge his duties effectively as a teacher.

It is pertinent to also mention that the literature reviewed in this study showed that

teachers' quality embodies many teaching characteristics, but those considered in this work

include; teachers' qualification, teachers' teaching experience, and teachers' professional attitude.

17
 However, many researchers have worked on teachers' quality and secondary school

students' academic performance but instrument, location and variables used in their works were

different from those used in this study. This gave reasonable purpose for this current study.

18
 CHAPTER THEE: RESEARCH METHODOLOGY

3.1 Research Design

Research Design deals with the set of methods and procedures used in collecting and

analyzing measures of the variables specified in the research problem. It is the action plan that

allows a researcher provide solution to the problems he encounters in his study and how to

generate and analyze data in that research.

Survey method was adopted as research design for this study by the researcher. The

survey design as the name implied is a quantitative research method that involves administering

questionnaires to the sample or population to collect data about their characteristics, opinions or

behaviors (Merriam-Webster Dictionary, 2003).

The justification for the use of this research design is that it will help in offering an in-

depth study of the research problem.

3.2 Population of the Study

According to National Bureau of Statistics (NBS) and National Population Commission

(NPC) (2022), the Abuja Municipal Area Council (AMAC) has an estimated population of one

million, six hundred and ninety-three thousand four hundred (1,693,400). This however formed

the population of the study on which the sample size was drawn.

3.3 Sample Size and Sampling Technique

Sample size is the number of elements that can be selected for research. The sample size

of this study was 120 respondents which comprises of both male and female respondents. These

120 respondents were drawn from among the academician in line with equal gender

representation from each of the twelve council wards of the Abuja Municipal Area Council

(AMAC) Federal Capital Territory (FCT) Abuja.

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 In this case, 10 respondents each were drawn from each of the twelve council wards that

invariably constitute 120 respondents that will be able to give useful information for analysis.

The study used simple random sampling method to pull a smaller sample size from a larger

population which was used to make generalizations about the population under study. On this

note, the sample size is calculated by using Taro Yamane (Yamane, 1973) formula.

n= N___
K+N (e) 2
Where:
n = sample size,

N = population size,

K= constant (1)

e = sampling error assumed as 10.94

At confidence level of 95%

n= 1,693,400
1+1,693,400 (10.94)2
1,693,400
1+1,693,400 (119.6836)

1,693,400
1,693,401 (119.6836)

= 0.9999994094724168 X (119.6836)
= 119.6835293235329
In approximation = 120
Therefore,
Sample size = 120

3.4 Instrument of Data Collection

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 In this study, both primary and secondary data formed the nuclei of data collection for

analysis. The primary source of data was based on the administration of questionnaires to the

respondents, while the secondary source included; perusal of textbooks, journals, newspapers,

magazines, internet amongst other materials that are useful to the study.

3.5 Validity of the Instrument

The researcher carried out the validity and reliability test on content of the instrument

used for this study. On this note, the instrument used were given to three stakeholders and

experts within the field of education as well as curriculum development for their expert’s review,

opinions and imputes before test run for its reliability.

3.6 Reliability of the Instrument

To ensure the reliability of the instrument, the instrument was pilot test with focused

groups before proper administration to the targeted respondents. This therefore help the

researcher gets stable results or feedback and as well justified and validates the consistency and

accuracy of the data collected and helps to make this study more credible and useful.

3.7Procedure for Data Collection

Both structured and unstructured questionnaires were administered to the respondents to

elicit useful information for the study. The questionnaire comprises of two sections; sections A

and B. Questions in section A comprised bio-data of the respondents which includes; gender, age

and educational qualifications. Section B comprised of information from research questions

which enabled researcher to garner the required data for the analysis.

21
 The essence of getting the bio-data of the respondents was to ensure the good mental

state of the respondents and their ability to answer the required questions in the questionnaire.

3.8 Method of Data Analysis

The data collected were analyzed by presenting the data in tables using frequencies and

percentages. The frequencies and percentages used, enabled the researcher to clearly represent

true data characteristics and findings with a great deal of accuracy.

22
 CHAPTER FOUR: RESULTS

4.1 Bio-Data of the Respondents

Table 1 Gender of the Respondents

Gender Frequency Percentage (%)

Male 60 50
Female 60 50
Total 120 100

Source: Field Survey, 2024

Table 2 Age Bracket of the Respondents

Age Grade Frequency Percentage (%)

20-30yrs 2 1.7
31-40yrs 27 22.5
41-50yrs 33 27.5
51-60yrs 37 30.8
Above 61yrs 21 17.5
Total 120 100
Source: Field Survey, 2024

Table 3 Educational Qualification of Respondents

Educational Frequency Percentage (%)

Qualification
OND - -

HND 13 10.8

FIRST DEGREE 53 44.2

PGD 19 15.8
MSC 20 16.7
PhD 15 12.5
Total 120 100
Source: Field Survey, 2024
4.1 Answers to the Research Questions

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Table 4 There is a need for secondary school teachers in Nigeria to have requisite

qualifications to teach

Valid Response Frequency Percentage (%)

Strongly Agree 87 72.5
Agree 33 27.5
Total 120 100
Source: Field Survey, 2024

Research Question One

What are the requisite qualifications for secondary school teachers in Nigeria?

From the response of the respondents, the study revealed that the requisite qualification

for secondary school teachers in Nigeria typically includes a bachelor's degree in education

B.ED. Additionally teachers are expected to have a teaching certification such as the Nigerian

Certificate in Education (NCE) or Bachelor of Education (B.ED) degree.

For Junior Secondary School (JSS) teachers, a National Certificate in Education (NCE)

or a Diploma in Education may be required.

Table 5 Some secondary school teachers in Nigeria lacks the requisite academic and

professional qualifications to teach

Valid Response Frequency Percentage (%)

Strongly Agree 71 59.2

Agree 49 40.8

Total 120 100

Source: Field Survey, 2024

Research Question Two

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Do secondary school teachers in Nigeria actually has the requisite academic and

professional qualifications to teach?

Study revealed that, while some number of teachers has required qualifications, some

other teachers lack the necessary qualifications like professional certifications. Also, the study

revealed that there are some teachers that do not have formal teachers training at all. That is, they

lack both academic and professional qualifications.

This implies that only few teachers in Nigeria have requisite academic and

professional qualifications to teach.

Table 6 Teachers’ qualifications has significant influences on secondary school student’s

academic performance in Nigeria

Valid Response Frequency Percentage (%)

Strongly Agree 69 57.5

Agree 51 42.5

Total 120 100

Source: Field Survey, 2024

Research Question Three

How did teachers’ qualifications influence secondary school student’s academic

performance in Nigeria?

The study revealed that the teachers’ qualifications influence secondary school students’

academic performance in Nigeria, through the following ways;

i. Secondary school students taught by a qualified and experienced teacher perform

better than the one taught with an unqualified and inexperienced teacher.

ii. Teachers with more years of experience tend to be more effective in the classroom,

leading to better student performance.

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 iii. Qualified teachers tend to have better subjects matter knowledge, pedagogical skills

and classroom management techniques leading to improved student outcomes

4.3 Summary of Findings

Table1 shows the gender distribution of the respondents used for this study. On this note,

equal gender representation was strictly adhered to by the researcher while administering the

research questionnaires. Therefore, 50% of the respondents were male while 50% were female.

Table 2 deals with the age bracket of the respondents used for this study. 2 respondents

representing 1.7% of the total questionnaires administered were between 20-30 years of age. 27

respondents representing 22.5% of the total questionnaires administered were between 31-40

years of age. 33 respondents representing 27.5% of the total questionnaires administered were

between 41-50 years of age. 37 respondents representing 30.8% of the total questionnaires

administered were between 51-60 years of age. 21 respondents representing 17.5 % of the total

questionnaires administered were over 61years of age. This implies that mature respondents with

good knowledge and understanding of the subject matter participated in the survey.

Table 3 indicates the educational qualification of the respondents used for this study. Out

of the 120 questionnaires administered to the respondents, none of the respondents were OND

holders. 13 respondents representing 10.8% of the total questionnaires administered were HND

holders. 53 respondents representing 44.2% of the total questionnaires administered were First

Degree holders. 19 respondents representing 15.8% of the total questionnaires administered

holds PGD certificates. 20 respondents representing 16.7% of the total questionnaires

administered holds MSC certificates. 15 respondents representing 12.5% of the total

questionnaires administered holds were PhD holders. This therefore implies that only learned

26
and educated respondents that tend to know much about the subject matter participated in the

survey.

Table 4 premised on whether there is a need for secondary school teachers in Nigeria to

possess some requisite qualifications to teach. The responses from the respondents indicates that;

87 respondents representing 72.5% of the total questionnaires administered strongly agreed while

33 respondents representing 27.5% of the total questionnaires administered agreed. This implies

that; for secondary school teachers in Nigeria to be allowed to teach, there is a need for them to

have some required basic qualifications.

From table 5, the opinion of the respondents was collected on the premised of whether

some of the secondary school teachers in Nigeria lacks the requisite academic and professional

qualifications to teach. While 71 respondents representing 59.2% of the total questionnaires

administered strongly agreed, 49 respondents representing 40.8% of the total questionnaires

administered agreed. This therefore implies thatsome of the secondary school teachers in

Nigeria lacks the requisite academic and professional qualifications to teach.

Table 6 premised on whether teachers’ qualifications have significant influences on

secondary school student’s academic performance in Nigeria. The responses of the respondents

indicates that, 69 respondents representing 57.5% of the total questionnaires administered

strongly agreed that teachers’ qualifications have a significant influence on secondary school

student’s academic performance in Nigeria. While 51 respondents representing 42.5% of the

total questionnaires administered agreed. This implies that teachers’ qualifications have

significant influences on secondary school student’s academic performance in Nigeria.

27
 CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATIONS

5.1 Discussion of Findings

Three research questions were raised and analyzed in this study. The first question was

raised to examine the required qualifications for secondary school teachers in Nigeria. All the

respondents agreed that there is a need for secondary school teachers in Nigeria to have requisite

qualifications to teach. The response also revealed that, such requirements should not be limited

to academic qualifications but includes professional qualifications. It was further revealed that, to

qualify to teach legally in Nigeria, a teacher needs a minimum of the Nigeria Certificate in

Education (NCE) and a license by Teachers Registration Council of Nigeria (TRCN). But for

efficiency and better performance, there is a need for senior secondary school teachers to have a

minimum of either a bachelor's degree in education or a bachelor's degree in a subject field

combined with a postgraduate diploma in education.

The second research question was raised to know if actually the secondary school

teachers in Nigeria have the requisite academic and professional qualifications to teach. 100% of

the respondents agreed that some secondary school teachers in Nigeria lack the requisite

academic and professional qualifications to teach. It was further revealed that though some

secondary school teachers in Nigeria may have academic qualifications but lacks professional

qualifications that defined them as teachers.

The third research question was raised to examine how teachers’ qualifications influence

secondary school student’s academic performance in Nigeria. 100% of the respondents agreed

that teachers’ qualifications have significant influences on secondary school student’s academic

performance in Nigeria. It was further revealed that such may be negative or positive. The

influence may be negative if the teachers did not have the needed academic and professional

28
qualifications to teach thereby resulting in the poor performance of the students in their academic

activities. While on the other hand, the influence may be positive if the teachers possess the

required academic and professional qualifications to teacher thereby resulting in a good

academic performance of the students.

The study finally revealed that secondary school students taught by qualified teachers

performed significantly better than those taught by unqualified teachers. And that the academic

performance of secondary school students taught by experienced teachers is significantly better

than those taught by inexperienced teachers.

5.2Conclusion

This study has shown that teachers are the pivot on which the education of any country

revolves. Therefore, the teachers’ qualification is a major factor that can affect students’

academic performance because teacher quality is a panacea for attainment of educational goals

and objectives. The improvement in teacher qualification will help to improve the level of

students’ academic performance in secondary schools while the lower level of teacher

qualification may reduce the level of students’ academic performance. Drastic problems evolve

when teachers who do not even have a degree of the required qualification in the subject are

employed to teach the subject with untold havoc on students’ achievement. Professionally

trained teachers are seen to have a better mastery of the subject in the classroom. Therefore,

teachers need to constantly seek for ways of improving their knowledge, techniques, and

pedagogical skills by always taking on part time course to move them into a qualification higher

than what they hold at any point in time.

29
5.3 Recommendations

Following result of the study, the below recommendations were deemed important to be

taken notice of and if possible be observed critically.

i. The stakeholders of education in Nigeria including the ministry of education should

ensure that only qualified teachers that are graduates or masters’ holders with teaching

qualification should be employed to teach at the secondary schools in Nigeria.

ii. The Ministry of Education should keep reviewing various ways of improving teacher

qualification so as to standardize the quality of education.

iii. All non-professional and unqualified teachers should be encouraged to pursue their post

graduate studies such as Post Graduate Diploma in Education, Master’s and doctoral

degrees in education. This will help improve teachers’ quality of teaching and

consequently improve the academic performance of secondary school students in Nigeria.

iv. Teachers in Nigeria should be encouraged to participate in pedagogicallyoriented and

content-oriented professional development activities to improve the quality of their

teaching and consequently the academic performance of their students.

v. Teachers should be encouraged to constantly seek to update their knowledge and skills

through workshops, seminars and conferences. This will keep them conceptualized the

current trends in teaching.

vi. Government should provide the fund for continuous professional development

programmes for teachers to upgrade their skills so as to become more competent in the

delivery of their jobs.

vii. Teachers should evolve effective and more innovative strategies for teaching the subject

so that students will perform better.

30
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