ASSESSMENT OF THE AVAILABILITY AND QUALIFICATIONS OF GOVERNMENT TEACHERS IN PUBLIC SECONDARY SCHOOLS IN PLATEAU STATE

This study examines the availability and qualifications of Government subject teachers in public secondary schools in Plateau State. Concerns about teacher shortages and inadequate qualifications have raised questions about the quality of instruction and student performance. Using a quantitative descriptive research design, data were collected from a sample of 316 teachers across 17 Local Government Areas. Three research questions guided the study using a developed questionnaire titled Government Teachers Availability and Qualification Questionnaire (GOTAAQQ), built in three clusters and structured on a four-point rating scale of Strongly Agree, Agree, Disagree and Strongly Disagree; the instrument was validated by experts in Faculty of Education with reliability co-efficient of 0.81 and 0.85 using Cronbach Alpha. Data was analyzed using descriptive statistics, specifically Mean and Standard Deviation. Findings reveal a significant gender imbalance, with 94% of teachers being male, and a disproportionate concentration of qualified teachers in urban areas. While most teachers hold non-Government subject qualification and certification, only a few possess advanced degrees, and 29% lack professional certification, potentially affecting instructional quality. The study also highlights a critical shortage of Government teachers, leading to high student-teacher ratios and reduced individual attention. Respondents emphasized that teacher qualifications and availability significantly impact student academic performance. The study concludes that addressing these issues requires targeted interventions, including gender inclusivity, incentives for rural teachers, enhanced teacher training, and government policies to ensure proper certification and recruitment. These measures are essential for improving teaching effectiveness and fostering better academic outcomes in Plateau State’s public secondary schools.