Investigating the Influence of Teacher Qualification and Pedagogical Competence on Learner Achievement in Economic and Management Sciences (EMS) in the Senior Phase

This study adopts an empirical approach to investigate the influence of teacher qualification and pedagogical competence on learner achievement in Economic and Management Sciences (EMS) at the Senior Phase. The study is prompted by persistent underperformance of learners in EMS, which has raised concerns regarding teachers’ subject-specific qualifications and their ability to employ effective pedagogical strategies aligned with curriculum demands. Inadequate teacher preparation in EMS has been associated with learners’ poor conceptual understanding of economic and financial concepts, as well as limited development of critical thinking, problem-solving, and application skills required in the subject. Guided by Shulman’s Pedagogical Competence model, the study conceptualises effective EMS teaching as the integration of subject matter knowledge and appropriate pedagogical practices that enhance learner understanding and achievement. A qualitative research approach is employed, utilising semi-structured interviews to generate in-depth data from EMS teachers at selected Senior Phase schools. The data are analysed thematically to identify patterns and insights related to teaching practices and learner outcomes. The study revealed that teachers with relevant qualifications and strong pedagogical competence are better positioned to implement learner-centred instructional strategies that enhance learner engagement and understanding. The findings may further highlight the need for targeted professional development and policy interventions aimed at strengthening EMS teaching capacity at the Senior Phase. Findings further indicated that learners taught by adequately qualified teachers who employ learner-centred pedagogical approaches demonstrate improved academic performance. The study contributes to policy and practice by highlighting the importance of teacher development and targeted professional support in strengthening EMS teaching and learning at the Senior Phase.