Teacher Quality Indicators as Correlates of Public Secondary School Physics Students’ Achievement in Onitsha and Awka Educational Zones of Anambra State, Nigeria
Ukoh Edidiong Enyeneokpon *
Department of Teacher Education, Faculty of Education, University of Ibadan, Nigeria.
Oboshi Chinenye Maureen
Department of Science Education, Faculty of Education, University of Ibadan, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
This study examined teacher quality indicators as correlate of physics students’ achievement in Onitsha and Awka Educational zones of Anambra State. Fifty Physics teachers and 500 senior secondary two physics students were randomly selected from fifty schools in Onitsha and Awka educational zones of Anambra state, physics Achievement Test, Students’ Questionnaire on Teacher-Student Relationship, Teacher’s Classroom Observation Form, and Teacher’s Demographic Form were used for data collection and were analyzed using multiple regressions. The results showed that combined teacher quality indicators (teacher’s subject matter knowledge, teacher’s qualification, teacher-student relationship, teacher’s qualification and teacher’s experience) have significant contributions to physics achievement (F = 5.417, P < 0.05). Relative contributions of pedagogical knowledge, Teacher-student relation, teacher’s experience and Teacher’s qualification to achievement, were not significant except subject matter knowledge (β = 0.227, p <0.05) which was found to have significant relationship with Physics achievement. It was recommended that teachers should be given opportunities for continuous study in physics and other professional developments to improve their content knowledge.
Keywords: Teacher quality indicators, students’ achievement in physics