TEACHER CHARACTERISTICS, AND STUDENTS’ ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN ILORIN SOUTH LOCAL GOVERNMENT AREA, KWARA STATE
Abstract
Poor academic performance in internal and external examinations remains a major concern for educators, parents, and stakeholders in the education sector. This study examined the relationship between teacher characteristics and students' academic performance in secondary schools in Ilorin South Local Government Area, Kwara State. A correlational survey design was adopted, guided by five research questions and four null hypotheses. The study was anchored on Albert Bandura’s Social Learning Theory (1977). The population comprised 3,500 teachers from 40 public senior secondary schools, with a sample of 345 respondents selected using Krejcie and Morgan’s (1970) Table and purposive sampling. Data were collected using a structured questionnaire (TCQ) and Senior Secondary School Certificate Examination (SSCE) results from 2020–2023. Instruments validity was ensured by experts, and reliability was confirmed with Cronbach’s Alpha (0.90 and 0.88). Data were analyzed using mean ratings, standard deviation, Pearson Correlation, and multiple regression at a 0.05 significance level. Findings revealed that teachers in public senior secondary schools were qualified (x̅ =3.08; SD=0.60) and experienced (x̅ =3.87; SD=1.16). A significant relationship existed between teacher characteristics and students’ academic performance (R=0.674, R²=0.454, F=200.642, p<0.05). It was concluded that teacher qualifications, lesson presentation, and discipline significantly influence academic success.
Keywords:Â Teacher characteristics, Academic performance, Secondary education, Correlational study, Teacher qualifications
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