APPRAISAL OF TEACHER’S QUALIFICATION AND EXPERIENCES ON ACADEMIC ACHIEVEMENTS OF SECONDARY SCHOOLS STUDENTS IN AMUWO ODOFIN LGA OF LAGOS STATE.docx

<i>The quality of education in secondary schools is significantly influenced by teacher qualifications and experience. However, many schools face challenges related to the recruitment, retention, and professional development of teachers, which can impact student academic performance. This study examined the relationship between teacher qualifications, years of experience, and students' academic success in public senior secondary schools in Lagos State, Nigeria. A quantitative research design utilizing a descriptive survey method was adopted. The study targeted teachers and senior secondary school students in public secondary schools within Amuwo Odofin Local Government Area. A total of 240 participants from six purposively selected schools were included. Data were collected using a self-designed questionnaire titled "Teachers’ Qualification, Experience, and Students’ Academic Success" (TQESAS), structured into four sections. A pilot study was conducted to validate the instrument, yielding a Cronbach’s Alpha coefficient of 0.82. The data were analyzed using descriptive statistics, Pearson’s correlation, and regression analysis with SPSS version 26. Findings revealed that teacher qualifications and experience significantly impact students’ academic success. A positive correlation was found between higher teacher qualifications and improved student performance, and teachers with more years of experience had a stronger impact on academic achievement. The study concluded that professional development and policy reforms are necessary to enhance teacher effectiveness. It was recommended that continuous training programs be implemented for teachers and that policymakers enforce higher qualification requirements for secondary school teachers to improve student learning outcomes.</i>