Teachers’ Quality as a Predictor of Students’ Academic Achievement in Public Secondary Schools

Abstract

This study examined teachers’ quality as predictor of students’ academic achievement in Accounting in public secondary schools in Anambra State. The study was guided by two research questions and two hypotheses. The study adopted correlational research design. The population of the study comprised 569 senior secondary students two (SS2) students in Accounting (217 males and 352 females) in 267 public secondary schools in the six Education Zones of Anambra State. The sample comprised 569 Accounting students. The entire population of the Accounting students was adopted because of the manageable size. One instrument was used for data collection: Teachers’ Quality Questionnaire (TQQ). The instrument contained 20 items spread across the clusters, A and B. The items were placed on 4-point scale of Strongly Agree (SA) – 4 points, Agree (A) - 3 points, Disagree (D) – 2 points and Strongly Disagree (SD) – 1 point. The range of scores was weighted as 4, 3, 2 and 1 respectively. On the other hand, Students’ Academic Achievement Scores (SAAS) measured the students’ academic achievement in public secondary schools in Anambra State. Academic Achievement was measured with termly scores in Accounting which were collected from Records Department, Post Primary School Service Commission (PPSSC), Awka Anambra State (2024). Three experts validated the instrument. The coefficient value of 0.85 for teachers’ adaptability; 0.83 for teachers’ classroom management was obtained. This gives an average coefficient value of 0.84 and was considered reliable for the study. The instrument was administered to the respondents by the researchers with the help of three (3) research assistants. It was ‘on the spot hand delivery’ for the administration and retrieval of the instrument. Simple linear regression analysis was used for data analysis at 0.05 level of significance. The study found that various teacher quality of adaptability and commitment significantly enhance students’ academic achievement in Accounting in public secondary schools in Anambra State. Teachers’ ability to adjust to dynamic educational needs fosters inclusivity and effective learning, while their dedication inspires and motivates students. These results highlight the critical role of well-rounded teacher capabilities in driving academic success, calling for policies that prioritize teacher training and resource allocation in public schools. The study recommended that the school managements should prioritize regular training programs to enhance teachers’ adaptability in teaching Accounting effectively. Government should provide incentives such as recognition programmes, competitive salaries, and conducive work environments should be implemented to boost teachers’ commitment to their profession