THE IMPACT OF STABLE AND QUALIFIED SCIENCE TEACHERS ON STUDENTS' ACADEMIC PERFORMANCE IN SCIENCE IN BAUCHI, BAUCHI STATE-NIGERIA.

Abstract This study assessed the impact of stable and qualified science teachers on students’ academic performance in science in Bauchi State, Nigeria. The key variables examined included teacher experience [as an indicator of stability], teacher quality and teacher qualifications. Data on students’ academic performance were obtained from the senior secondary certificate examination for the years 2020, 2021, and 2022. The data were analyzed using the spearman Rank Order Correlation Coefficient to test two hypotheses. The objectives of the study were to examine the impact of stable and qualified science teachers on student academic performance; determine the effect of science teacher qualifications on performance in public secondary schools, assess the influence of teacher stability [length of retention] on students’ learning outcomes, and evaluate the combined effect of teacher qualifications and stability on performance in science subjects. The findings revealed that teacher qualifications and experience were not significantly related to students’ academic performance, as the calculate correlation coefficients. (r = 0.46 and r = 0.2) were lower than the critical [tubulated] values. Based on these findings, the study recommends the employment of qualified science teachers, improved recruitment processes, continuous training and regular workshops, ongoing professional development, provision of adequate teaching and learning resources, and motivation through incentives. Furthermore, emphasizes the need for effective monitoring and supervision of teachers, as well as the provision of a conducive learning environment by the government. Finally, the study suggests that further research should be conducted periodically to reassess these variables.