RELATIONSHIP BETWEEN TEACHERS’ QUALIFICATION AND STUDENTS’ PERFORMANCE IN CIVIC EDUCATION IN PUBLIC SECONDARY SCHOOLS IN GOMBE STATE

Abstract

This study investigates the relationship between teachers' qualifications and students' performance in civic education within public secondary schools in Gombe State, Nigeria. The target population comprised students from 25 public secondary schools in Gombe State, from which a sample of 1000 students was drawn using multistage sampling techniques. The schools were categorized based on senatorial zones and ownership (Public, Private, and Community-based). Primary data was collected from students' score sheets and records of teachers' qualifications. Analysis of Variance (ANOVA) was employed to analyze the data using the Statistical Package for Social Sciences (SPSS). The findings reveal a significant difference in students' scores in civic education based on teachers' qualifications. Specifically, students taught by teachers with higher qualifications, such as Bachelor's and Postgraduate degrees, exhibited higher mean scores compared to those taught by teachers with lower qualifications, such as the Nigeria Certificate in Education (NCE). Additionally, teachers certified by the Teachers Registration Council of Nigeria (TRCN) had a positive impact on student performance. The study recommends policies aimed at recruiting and retaining teachers with higher qualifications, as well as strengthening regulatory mechanisms to ensure teacher professionalism and competence.