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A Review of Teachers’ Qualifications and Its Implication on Students’ Academic Achievement in Nigerian Schools
Current Issue
Volume 2, 2015
Issue 2 (July)
Pages: 10-15   |   Vol. 2, No. 2, July 2015   |   Follow on         
Paper in PDF Downloads: 102   Since Aug. 28, 2015 Views: 2319   Since Aug. 28, 2015
Aina Jacob Kola, Physics Education Department and General Studies Education Department, College of Education (T) Lafiagi, Kwara State, Nigeria.
Olanipekun Shola Sunday, Physics Education Department and General Studies Education Department, College of Education (T) Lafiagi, Kwara State, Nigeria.
The paper reviewed the controversy surrounding the teachers’ qualifications and its influence on students’ academic achievement. The paper measured teachers’ qualification using seven indicators which are: formal education, experience, subject matter knowledge, pedagogy studies, duration of training, certificate/licensing and professional development. The paper reviewed different opinions on the relationship between these indicators and students’ academic achievement. Though, it seems there is no consensus among the authors as regard the subject. However, there is a common opinion that subject matter knowledge, pedagogy studies, professional development and years of experience are imperative and positively correlated with students’ academic achievement. As a new dimension to the argument, this paper conceptualized teacher qualification into two categories. The article posits that one of the categories, teacher’s personal quality is more important than certification. The paper suggested some recommendations.
Teachers’ Qualifications, Students’Academic Performance, Motivation, Personal Quality, Student Learning
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