EVALUATION ON TEACHERS’ QUALIFICATIONS AND STUDENTS’ ACADEMIC PERFORMANCE IN GIRLS’ SECONDARY SCHOOLS, OTUKPO, BENUE STATE

1.1 Background of the study The quality of a nation's teaching workforce can serve as a key indicator of the state of its educational system. Abe and Adu (2021) emphasized that placing experienced and competent teachers in every classroom remains the most crucial factor in improving students’ academic performance, particularly in mathematics. Similarly, Bamidele and Adekola (2022) found that policy investment in teacher quality is strongly linked to enhanced student outcomes. They observed that a teacher’s preparation and certification levels are significantly related to students’ academic success, especially in science and mathematics. Moreover, the specific characteristics of teachers—such as their certification status and academic qualifications in their respective subject areas—have been shown to positively influence students’ learning outcomes in these subjects. These findings align with those reported by Anyip (2019), who explained that a teaching qualification refers to a combination of academic and professional credentials that permit individuals to be recognized as teachers in primary and secondary schools. Such credentials include, but are not limited to, a Bachelor of Education (B.Ed.), National Certificate in Education (NCE), Postgraduate Diploma in Education (PGDE), Professional Diploma in Education (PDE), Master’s in Education (M.Ed.), among others. Academically qualified teachers are those who have obtained educational degrees such as HND, B.Sc., B.A., and M.A., having undergone academic training at educational institutions. Professionally qualified teachers, on the other hand, have received specialized training that equips them with professional knowledge, teaching skills, and pedagogical techniques distinct from general education. These professionals typically hold degrees like B.Ed., B.Sc. Ed., B.A. Ed., and M.Ed. (Akpo, 2022). Contrasting perspectives, however, exist in the literature. Some studies suggest there is no significant relationship between teachers’ academic qualifications and students’ academic achievement. For instance, Ahiauzu and Princewell (2011) highlighted that effective teaching in Rivers State requires a combination of academic and professional teacher training. Supporting this view, Ehrenberg and Brewer (2020) argued that teacher quality remains the most critical factor influencing educational outcomes, even more so than curriculum quality, funding, class size, or the learning environment. In a study conducted by Jonah (2018) on how teachers' education levels affect students' academic performance in Government in Kano State, results indicated no meaningful relationship between teacher qualifications and student outcomes. Similarly, Abdurahaman (2019) found that teacher qualifications contributed only marginally to variations in students’ cognitive achievements. These findings contrast with those of Adeogun (2020), who demonstrated that teacher experience significantly influences students’ academic success in mathematics and physics. It was further argued that several factors may impede effective knowledge transfer to students, including lack of qualified teachers, inadequate instructional materials, and insufficient teacher experience, all of which the present study intends to examine. As the review of empirical literature suggests, existing studies on the relationship between teacher qualifications and students' academic performance offer varied and sometimes conflicting conclusions. Furthermore, there appears to be a dearth of research specifically exploring the influence of teacher qualifications on students' academic achievement in Government within secondary schools in Otukpo, Benue State. This study therefore seeks to address this gap by investigating the extent to which teacher qualifications correlate with students’ academic performance in Government at Saint Ann’s Girls’ Secondary Schools, Otukpo, Benue State. The study aims to contribute to the broader discourse by offering evidence-based insights and recommendations that can inform future educational policy and practice. 1.2 Statement of the problem Several scholarly efforts have been made to investigate the relationship between teacher characteristics and students’ academic performance; however, these studies have left noticeable gaps that still require further exploration. Existing research has employed various independent variables and has been conducted in diverse contexts, all of which support the need for a fresh investigation on the subject. In Benue State, there exists a substantial number of secondary schools—both public and private—that continue to employ teachers and tutors who are not certified. These individuals often lack the necessary academic qualifications and professional training required to effectively transmit knowledge to their students (Akpo, 2022). Rather than serving as facilitators of learning and contributors to students' academic success, such teachers have instead become impediments to academic progress within Nigeria’s educational system. It is on this premise that the present study aims to explore the extent to which teachers’ qualifications relate to students’ academic achievement in the subject of Government at Saint Ann’s Girls’ Secondary Schools, Otukpo, Benue State. 1.3 Justification/purpose of the study The study is justified as a teacher's qualification goes a long way in determining the academic performance of the teacher. A well grounded teacher would engage the questions and doubts of the students critically thereby encouraging them to question, to study and to read more and give them more than the needed clarification. 1.4 Significance of the study The research findings would be of great help to the government and other stakeholders by revealing the relationship between the quality of teachers and students‟ academic performance in our schools. This will consequently guide the ministry in adopting a new policy of recruiting teachers i.e. to make sure they recruit qualified teachers who are highly effective i.e. those with knowledge of content, teaching experience, professional certificate and overall academic ability. The findings will be of benefit to students, most especially those in the post graduate studies, to add more, or to contribute from where the researchers stopped or what is left to be done in the area of study. The research findings will be of benefit to any individual who is interested in knowing the relationship between teachers’ qualification and students‟ achievement. The findings will be of great importance and help in conference writing related to the area. It will make teachers plan and present their lesson excellently and also those unqualified teachers to go and further their studies so as to meet the minimum required qualification for teaching. The information from this study will be of benefit to the curriculum developers of the National policy on education to forestall all the lapses during the course of building. 1.5 Scope of the study The study will study the perculiar relationship between teachers' qualifications and sudents'academic achievement in government. The study will also know if teachers with higher degrees or qualifications in government produce students with more excellent results in government than teachers with lower degree. The study will further highlight other factors apart from teachers'qualification that can enhance students' academic achievement in government. In addition, the study will advise the school and by extension the educational sector on the importance of higher qualifications in teaching. Finally, the study will deepen and develop the researcher's knowledge in in this area. Hence, the study is delimited to saint ann's girls secondary schools Otukpo, Benue State". 1.6 Aims and objectives of the study The aim of the study is to examine The Relationship Between Teachers’ Qualifications and Students’ Academic Performance in Government Studies at Saint Ann's Girls’ Secondary Schools, Otukpo, Benue State" i. To study the perculiar relationship between teachers' qualifications and sudents'academic achievement in government. ii. To know if teachers with higher degrees or qualifications in government produce students with more excellent results in government than teachers with lower degree iii. To highlight other factors apart from teachers'qualification that can enhance students' academic achievement in government. iv. To advise the school and by extension the educational sector on the importance of higher qualifications in teaching v. To deepen and develop the researcher's knowledge in in this area. 1.7 Limitations Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview), which is why the researcher resorted to a moderate choice of sample size. More so, the researcher will simultaneously engage in this study with other academic work. As a result, the amount of time spent on research will be reduced. 1.8 Definition of terms Teacher: a person who teaches, especially in a school. Qualification: a pass of an examination or an official completion of a course, especially one conferring status as a recognized practitioner of a profession or activity. Students: a person who is studying at a university or other place of higher education. Academic achievement: the progress made towards the goal of acquiring educational skills, materials, and knowledge, usually spanning a variety of disciplines 1.9 Research questions The following questions have been prepared for the study: i. Is there a perculiar relationship between teachers' qualifications and sudents'academic achievement in government? ii. Do teachers with higher degrees or qualifications in government produce students with more excellent results in government than teachers with lower degree? iii. What are the other factors apart from teachers'qualification that can enhance students' academic achievement in government? iv. What are the importance of higher qualifications in teaching? 1.10 Research hypotheses The following hypothesis have been formulated for the study: H01: There is no perculiar relationship between teachers' qualifications and sudents'academic achievement in government. H02: Teachers with higher degrees or qualifications in government do not produce students with more excellent results in government than teachers with lower degree.