INFLUENCE OF ENGLISH LANGUAGE TEACHERS’ QUALIFICATION AND TEACHING EXPERIENCE ON STUDENTS’ ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE IN EKITI STATE SECONDARY SCHOOLS

Abstract

This study investigated the effects of English Language teachers’ qualification and teaching experience on students’ academic performance in English Language in Ekiti State secondary schools. This study employed the descriptive research design of the ex-post facto type. The population for the study consisted of 812 teachers teaching English Language and their students offering English Language in Ekiti State Secondary Schools. The samples for this study are 60 teachers teaching English Language and 200 students offering English Language in Ekiti State Secondary Schools. The samples were selected through the use of multistage sampling technique. The instruments used for this study are English Language Teachers’ Questionnaire (ELTQ) and Students’ Examination Scores in English Language (SESEL). The data obtained from the administration of the instruments was analysed using descriptive and inferential statistics. The hypotheses were tested using inferential statistics of ANOVA analysis. All hypotheses were tested at 0.05 level of significance. The finding of the study revealed that the majority of teachers in Ekiti State Secondary Schools teaching English Language have either B.A or B.A.Ed qualifications, indicating a strong academic background and specialised training in the subject matter.  The study revealed that a combination of highly experienced teachers and those with fewer years of experience can create a dynamic learning environment for students in English Language. Furthermore, the study found that teachers' qualifications and experience did not have a significant impact on students' performance in English Language. Based on these findings, recommendations include providing regular professional development programmes to enhance teachers' subject knowledge and teaching skills, offering specialised training programmes for English Language instruction, and ensuring the availability of adequate resources and materials to support effective teaching.