1.1 Introduction
Teachers' qualification refers to the educational background, including academic degrees and certifications, specific to Economics or related fields, held by teachers. It encompasses their formal training and expertise relevant to teaching Economics. Education serves as a cornerstone for societal development, and the role of educators in shaping the future of students cannot be overstated. Teachers and principals play a crucial role in this dynamic, influencing not only the learning environment but also the overall performance of students. In the context of senior secondary school education, particularly in the subject of Economics, the qualifications of these educators become even more significant.
Several studies have highlighted the importance of qualified teachers in fostering student achievement. Darling-Hammond (2000) asserted that there is a strong correlation between teacher qualifications and student performance. Highly qualified teachers tend to have a deeper understanding of the subject matter, effective teaching strategies, and the ability to adapt to various learning styles, all of which contribute to better student outcomes.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The quality of education in senior secondary schools has been a topic of considerable debate and research. The performance of students, particularly in critical subjects like Economics, is influenced by various factors, with the qualifications of teachers and principals being among the most significant. The importance of qualified educators in shaping student outcomes cannot be overstated, as they are directly responsible for the delivery of curriculum and the overall learning environment. Research indicates that teacher qualifications, including academic credentials, teaching experience, and ongoing professional development, are crucial determinants of student success.
According to Rivkin, Hanushek, and Kain (2005), teachers with higher qualifications tend to have a greater impact on student achievement, particularly in complex subjects that require a high level of expertise. These teachers are better equipped to employ effective teaching methods, manage classroom dynamics, and address diverse student needs (Rivkin et al., 2005). Economics as a subject poses unique challenges and requires a thorough understanding of theoretical concepts, analytical skills, and the ability to relate classroom learning to real-world economic issues. Teachers who are well-versed in these areas can significantly enhance students' comprehension and interest in the subject. Moreover, principals who are committed to academic excellence can foster an environment where Economics education thrives, by providing necessary resources, and encouraging collaborative teaching practices.
Despite the recognized importance of teacher and principal qualifications, there is a need for more empirical research to understand their specific impact on student performance in Economics. This study aims to fill this gap by examining how the qualifications of teachers and principals influence the academic outcomes of senior secondary school students in Economics. By exploring factors such as educational background, professional development, and leadership styles, this research seeks to provide valuable insights that can inform educational policy and practice.
The National Policy of Education states, “No Education system can rise above the quality of teachers in the system” (Fgn, 2006). Orgunsaju (2004), states that the academic standard in all Nigerian educational institutions has fallen considerably below societal expectations. Blumende (2001) corroborated this view when he reported that the decline in the quality of education cannot be ignored by anyone who is aware of the significant role of education as an instrument of societal transformation and development. There is a need to focus on teachers' adequacy and competency in respect to their pedagogical practices and strategies and mastery of the curriculum and subject content (Chall & Popp, 1990; Stuart, 2004; Rodgers, 2001).
Abraham and Keith (2006) used a questionnaire as the basis for constructing an index of school effectiveness. Their findings revealed that teachers were the key drivers of internal school conditions for effectiveness, development and school change. Ibitoye (2003), discovered that there is a significant relationship between enrolment, utilization of classrooms provided for teachers, the teaching of learning activities and students academic performance. In the same way, Akpofure and N'dipu, (2000), reported the need for schools to maintain a manageable carrying capacity in utilization of classrooms, libraries and laboratories for effective teaching and learning. To them, this will pave the way for quality assurance in schools. A similar study by Aduwa (2004), on determinants of students' academic success, reported that a student's home environment, their cognitive abilities, self-esteem, self-concept, (2005), contended that the provision of all these factors may not have significant principals, teachers and other school teams. Teachers' qualification has an important role in student achievement as Goldhaber (2003) stated that, teachers clearly play an important role in shaping the future of individuals as well as of entire generations and in recent years, new research has demonstrated the dramatic effect that teachers can have on the outcomes of students from all academic and social backgrounds.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to assess the impact of teachers and principals qualification on the performance of senior secondary school students in economics.
1.3 Statement of Problems
Investigation revealed that the performance of senior secondary school students in Economics has been a persistent concern in educational systems worldwide. Despite various interventions and reforms, many students continue to struggle with understanding and applying economic concepts, leading to suboptimal academic outcomes. This issue raises critical questions about the factors influencing student performance, particularly the qualifications of teachers and principals.
One of the primary problems is the varying levels of teacher qualifications and their impact on student achievement. Studies have shown that teachers with advanced degrees and specialized training in Economics are better equipped to deliver high-quality instruction (Goldhaber & Brewer, 2000). However, many schools, especially in under-resourced areas, lack adequately qualified Economics teachers. This disparity in teacher qualifications can lead to significant differences in student performance, exacerbating educational inequalities.
Furthermore, the rapid changes in economic theories and practices necessitate continuous professional development for both teachers and principals to stay current with new developments. The lack of ongoing training and support for educators can result in outdated teaching methods and curricula, hindering students' ability to grasp contemporary economic issues. Hence, it is against this backdrop that this study aims to address these problems by examining the specific impacts of teacher and principal qualifications on the performance of senior secondary school students in Economics.
1.4 Aim and Objectives of Study
The aim of the study is to investigate the impact of teachers and principals qualification on the performance of senior secondary school students in economics. In achieving this aim, the following specific objectives were laid out as follows:
- To examine the relationship between teachers' academic qualifications in Economics and student performance in senior secondary schools;
- To explore how principals' educational qualifications and leadership training affect the overall academic performance of students in Economics;
- To assess the impact of teachers' professional development and ongoing training on students' understanding and achievement in Economics; and
- To identify any significant differences in student performance in Economics based on the qualifications of teachers and principals in various school settings.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Are there significant differences in student performance in Economics based on the qualifications of teachers and principals in different school settings?
- Does principals' educational qualifications and leadership training influence students' academic performance in Economics?
- How do teachers' academic qualifications in Economics correlate with the performance of senior secondary school students in the subject?
- What is the impact of teachers' professional development and ongoing training on student achievement in Economics?
- In what ways do principals' educational qualifications and leadership training influence the academic performance of students in Economics?
- What are the perceptions of students and educators regarding the importance of teacher and principal qualifications in influencing academic outcomes in Economics?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: There is no significant positive correlation between teachers' academic qualifications in Economics and the academic performance of senior secondary school students in the subject
- H02: Teachers' professional development and ongoing training have a significant negative impact on student achievement in Economics
- H03: Principals' educational qualifications and leadership training does not significantly influence the academic performance of students in Economics
1.7 Significance of Study
The outcome of the research findings will be of help to teachers, students, school management and educational planners as well as the entire society. It will guide the school management on what qualities and qualifications to look for in recruiting facilitators. It will also give teachers an insight into what is expected of them.
Furthermore, parents and communities will benefit from the study by gaining a clearer understanding of the factors that influence their children's academic success. Also, these findings can be used to guide educational planners about the need for qualified economics teachers to facilitate effective teaching and learning in secondary schools.
1.8 Scope of the Study
The scope of this research is focused on the impact of teachers and principals qualification on the performance of senior secondary school students in economics. This study will be delimited to the research design in the four (5) randomly selected secondary schools in Enugu East Local Government Area of Enugu State, namely,
- Community Secondary School Ugwuogo Nike,
- Annunciation Secondary School Nike,
- Community High School Emene,
- National Grammar School Nike, and
- New Haven Secondary School Enugu.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends 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).
1.10 Definition of Terms
Teachers' Qualifications:
This refers to the educational background, including academic degrees and certifications, specific to Economics or related fields, held by teachers. It encompasses their formal training and expertise relevant to teaching Economics.
Teaching:
This implies the inculcation into a receptor or student using any working method the information that brings about the student's intellectual development.
Learning:
As there is no teaching without a learner, this is the process by which the student assimilates the knowledge inculcated in him by the teacher using any of the appropriate methods.
Student Performance in Economics:
This denotes the academic achievement and understanding of Economics concepts exhibited by senior secondary school students. It includes measures such as grades, test scores, and comprehension of economic theories and applications.
Professional Development:
This refers to ongoing training and educational activities designed to improve teachers' and principals' knowledge, skills, and effectiveness in teaching and school leadership. It includes workshops, seminars, coursework, and other forms of professional learning.
School Settings:
This encompasses the diverse educational environments where Economics education takes place, including factors such as school size, location (urban, suburban, rural), student demographics, and resources available.
Economics:
This is the study of human behavior in relation to ends and scarce means which have alternative uses.
Classroom:
The teaching and learning process of Economics all take place in a classroom. A classroom is therefore a place where teaching and learning takes place and this is usually a designated and conducive environment.
Principals' Qualifications:
This pertains to the educational credentials, leadership training, and professional development of school principals. It includes qualifications that enhance their ability to effectively manage and lead schools, particularly in fostering academic excellence in Economics.
