Rethinking Teacher Quality and Student Academic Success in Secondary Schools in Uyo Senatorial District, Akwa Ibom State

Teacher quality is observed as a dominant factor in determining student academic success by looking at their intermediate outcomes. The study examined the difference in student academic success based on teacher quality in Uyo Senatorial District public secondary schools, Akwa Ibom State. One research question and one hypothesis guided the study. Ex-post factor survey design was used in carrying out this study. The population of the study consisted of all Senior Secondary Two (SS2) students and teachers from the study area. The population size was 21,726 Senior Secondary Two (SS2) students and 1,105 teachers distributed into 86 public secondary schools in Uyo Senatorial District. Multi-stage sampling technique was used to select 452 students and 226 teachers from the 27 sampled schools. Researchers developed instrument titled “Teacher Quality Questionnaire (TEQQ), and “Student Academic Success Questionnaire (SASQ)” which is an adaptation of the Gallup Student Poll, a web-based survey was used to gather data. A reliability coefficient of 0.910 was obtained for TEQQ using Cronbach’s Alpha Analysis. Mean and standard deviation were used to answer the research question while Related t-test was used to test the null hypothesis. The findings of this study revealed that there is a significant difference in students’ academic success based on teacher quality. Based on the findings of this study, it is recommended that educational planners should be guided by the need to employ only qualified teachers in order to facilitate effective teaching and learning in Nigerian secondary schools.