Influence of Teachers’ Qualification and Experience on Academic Performance among Public Secondary School Students in Bomadi Educational Zone, Delta State, Nigeria

This research looked at how senior secondary school pupils in Bomadi Educational Zone, Delta State, Nigeria, performed academically in relation to the quality of their teachers. A correlational survey design was used in the study. 10,524 senior high school pupils and 388 instructors from 40 public schools in the Bomadi, Patani, and Burutu Local Government Areas made up the population. Using stratified proportional random selection, a sample of 386 respondents was chosen using Taro Yamane’s technique. Two self-structured questionnaires, “Teachers Quality Questionnaire (TQQ)” and “Students Academic Performance Questionnaire (SAEQ),” were used to gather the data. Both were verified by experts and had reliability tests with Cronbach’s alpha coefficients of 0.81 and 0.82, respectively. While basic linear regression was used to test hypotheses at the 0.05 significance level, data were examined using mean and standard deviation to address research issues. The results showed that students’ academic performance was positively and significantly impacted by instructors’ academic background, years of experience, pedagogical abilities, and dedication to their jobs. The results showed that students’ academic performance was positively and significantly impacted by instructors’ academic background and years of experience. To increase teacher dedication and instructional efficacy, school administrators were advised to promote teachers’ pursuit of higher education, put mentoring programs into place, host professional development seminars, and create incentive programs.