TEACHER-BASED FACTORS AS CORRELATES OF SENIOR SECONDARY STUDENTS’ ACADEMIC ACHIEVEMENT IN PLATEAU STATE, NIGERIA

Abstract

This study examined Teacher- based factors as correlates of senior secondary students’ academic achievement in Plateau state Nigeria. The study was guided by six objectives, six research questions and five hypotheses. The researcher adopted the correlational survey research design. The total population of the study is 17, 438 consisted of 320 principals, 3,262 teachers and 13,856 students from 320 public senior secondary schools in Plateau state. A sample of 2012 consisted of 158 principals, 715 teachers and 1139 students from nine local government areas and 158 secondary schools in Plateau state Nigeria was sampled for the study using proportionate stratified sampling technique, simple random sampling technique,  “Teacher Factor Questionnaire for Teachers and principals (TFQTP) and The Documentary Template Inquiry for Academic Achievement (DTIAA) .The reliability coefficient of Teacher Factor Questionnaire for Teachers (TFQTP) was 0.832, The data collected were analysed using frequency counts, simple percentage, mean and standard deviation to answer the research questions. The findings revealed that qualification, years of teaching experience, pedagogical approach and teachers’ classroom management skills are teacher – based factors that can influence academic achievement in Senior Secondary School in Plateau State. It was recommended that well qualified teachers should be appointed to teach in senior secondary schools and good classroom management practices should be encouraged to enhance students’ achievement among others.