Assessment of Teacher Empowerment Programme, Utility Assurance Policy and Academic Performance of Secondary School Students in The Federal Capital Territory

Abstract

Teacher Empowerment programme Quality Assurance policy and Academic performance of Secondary School Students in the 'T. Four (4) research questions were drawn up and four (4) hypotheses were emulated to guide the study. The correlational survey research was employed. e sample size used for the study was 458 teachers selected tl"1rough a systematic sampling technique. A researcher developed questionnaire cOl-"1taining 28 structured ms on teacher empowerment, quality assurance and students' academic finance was used to elicit responses from the sampled teachers. Responses to, questions were on a modified four point Likert scale ranging ErOl-:l1 very good to .y poor. The WASSCE result of students from the sampled schools within the ·iod of 2009-2013 was collected and used as data for acade1-:l-:lic performance of dents' of various schools. Pearson Product Moment Correlational Coefficient s used to test the hypotheses. The findings of the study indicated that the level teacher empowerment was poor in the PCT public senior secondary schools. ere was a low level of utilization of quality assurance mechan i S1Tl and the trend academic performance of students from 2009 to 2013 was very poor. In addition significant relationships were established among teacher empowerment, use of utility assurance mechanisms and students' academic performance _ However theres significant relationship between teachers' participation il,"} decision making and dents' academic performance. The study recommended arrl01-"1gst others that chers should be involved in curriculum planning Sil-"1Ce they are the olementers of the curriculum. Teachers should be encouraged to attend iferences, workshops and seminars to get them abreast of irll-"10vations in the ication system. , J X