The The impact of interventions on teachers' professional competence and students' academic performance in Ethiopia

Background: Teachers' professional competence is a critical factor with a proven effect on student academic performance and, consequently, educational quality. Objective: This study investigates the impact of an intervention on teachers' professional competence and its subsequent effect on students' academic performance in Ethiopia. Material and Methods: Adopting a positivist worldview, a quantitative research approach, and a quasi-experimental design, data were collected using standardized scale tests from 60 teachers and 2400 students. Intervention: The experimental group of teachers received a half-day intervention training for 208 hours over two months, focusing on Grade 1-6 English subject standards due to the low achievement levels in these grades. Results: The findings revealed a significant correlation between teachers' professional competence, as measured by licensure tests, and teachers' professional competence and students' academic performance (r = .89, P < .001). Conclusion: Continuous learning and training opportunities equip teachers with updated knowledge, skills, and instructional strategies. Aligning teacher education curricula with competency standards and assigning teachers based on their qualifications is crucial for enhancing educational outcomes.Keywords: Teacher, licensure, academic performance, teacher professional competence