An Examination Of Teachers’ Competence And Its Impact In Basic Level Quality Learning (A Study Of Enugu Metropolis)

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An Examination Of Teachers’ Competence And Its Impact In Basic Level Quality Learning (A Study Of Enugu Metropolis)


Objective of the Study


  1. To assess the performance of basic school students in Ghana.
  2. To evaluate how qualified basic school teachers in JHS are.
  3. To evaluate how the inadequacy of quality-trained teachers at the basic school level affects students’ acquisition of quality learning.

Research Questions


  1. What is the performance of basic school students in Enugu state?
  2. How qualified are basic school teachers in Enugu state?
  3. How does the inadequacy of quality-trained teachers at the basic school level affect students’ acquisition of quality learning?

Significance of the Study


The findings of this study will contribute towards creating awareness among educationists, decision-makers, and educational institutions, both public and private, about best practices which can be incorporated by teachers to improve the quality of teaching and learning as well as students’ achievements in basic schools.


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Frequently Asked Questions


What does the general teaching competence scale measure?

General Teaching Competence Scale General Teaching Compétence Scale (Passi & Lalita, 1977) is a 21-item scale to measure the teachers’ RESEARCH PAPERS HYPOTHESIZED MODEL (IV) (DV) Perceived Teacher Competence Student Performance Perceived Class Environment (MV)

Does teacher professional competence affect student outcomes?

In a nationally representative sample of 194 German secondary school mathematics classes, multiple measures were used to assess teacher competence, instructional quality, and students’ achievement and motivation. The effect of teachers’ professional competence on student outcomes was estimated in a 1-year repeated-measures design.

What is the competence approach in teaching?

Approach to explain differences in teachers’ performance. The con- represent key aspects that determine teachers’ success. To date, make to different outcomes. ward their work, and self-regulatory abilities. Empirical research students. 

How do Teachers’ Pedagogical knowledge and academic ability affect instructional quality?

Two-level structural equation models revealed positive effects of teachers’ pedagogical content knowledge, enthusiasm for teaching, and self-regulatory skills on instructional quality, which in turn affected student outcomes. In contrast, teachers’ general academic ability did not affect their instruction. 

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