CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The purpose of education is to empower people with the knowledge and skills they need to transform their society and eradicate inequity. Secondary school education, in particular, is an essential area in both national and individual growth. It is critical in the development of a country's human resource base beyond elementary education (Boit, Njoki, and Chang'ach, 2012).

As a result, providing high-quality secondary education is critical for producing social and economic development chances and advantages (Onsumu, Muthaka, Ngware and Kosembei, 2006). The cognitive performance of students is one of the markers of the quality of education delivered (UNESCO, 2005). According to Levin, Wasanga, and Somerset (2011), students' academic achievement in secondary school is not just a barometer of their efficacy, but also a key issue that is influenced by instructors' qualifications.

A nation's educational excellence may be assessed by the quality of its instructors. Employing experienced skilled instructors in all schools is the most significant aspect in boosting students' success. Improvements in student performance are linked to policy investments in teacher quality (Abe and Adu, 2013). It is also found that instructor qualities such as certification status and specialized degree are very important and strongly connected with student learning results (Salman, 2009).

According to Wiki (2013), a teacher qualification is one of a variety of academic and professional degrees that allows a person to become a certified primary or secondary school teacher. The Postgraduate Certificate in Education is one example of such a qualification (PGDE). The Professional Diploma in Education (PDE), Bachelor of Education (B. Ed), and Nigeria Certificate in Education (NCE) are all educational credentials (NCE). Teachers who are academically competent as well as those who are professionally qualified are employed in Ogun State to carry out the educational process (Ahiazu and Princewell, 2011).

As the demands, expectations, and standards of teacher education become more scrutinized, there is a growing interest in teacher professional development (Louhran, 2014). What the instructor does has an impact on the entire learning process. Students do better when their teacher is effective (Akiri 2013). If certain requirements are satisfied, according to Van den Bergh and Roos (2014), teacher professional development can be successful and long-lasting (Curwood 2014).

A teacher is the link that connects teaching and learning. As a result, the teacher is a builder whose success is determined by his or her qualifications, gender, experience, and preparation. This appropriate knowledge and expertise might be gained or reached by learning extra knowledge that will enhance his or her ability to communicate effectively in the classroom (Oyedeji, 2000). That is, a teacher's attitude, personality, quality, effectiveness, academic qualification, experience, and gender all contribute to or influence his or her performance. It should also be emphasized that the teacher's degree and quality of education affect the qualities displayed in relation to the students' performance.

Differential scholastic attainment of Nigerian pupils has been and continues to be a subject of worry and research interest for educators, government officials, and parents. This is due to the significant impact that education has on the country's overall growth. There is widespread agreement across the country that Nigeria's educational standards have deteriorated (Adebule, 2004). Parents and the government agree that their significant investment in education is not generating the anticipated results. Teachers are likewise upset about their pupils' poor performance on both internal and external exams. As a result, this study looks into the impact of instructors' qualifications on students' academic achievement in Ogun State's senior secondary schools.

1.2 Statement of the Problem

Several studies have attempted to look at the relationship between teacher qualifications and student academic achievement, but they have left gaps that need to be addressed. Prior studies included a variety of independent factors and were done in a variety of settings, demonstrating the necessity for the suggested research.

Many secondary schools in Ogun State, both public and private, employ incompetent instructors and tutors who lack the academic ability and training required to convey information to their students. These professors, who should be catalysts for learning and supporting students' academic achievement, have become a gear in the Nigerian educational system's academic advancement wheel. In this context, the purpose of this study is to look into the impact of instructors' qualifications on students' academic performance in Ogun State's senior secondary schools, with a focus on the Odeda 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 Ogun 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 Ogun State?

2. Is teacher’s experience a significant predictor of students academic performance in senior secondary?

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