Lexical Cohesion in Nigerian Newspapers

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education plays an essential role in national development. Teachers remain the foundation of the education system because they shape students learning experiences. Their qualifications influence how well they teach and how effectively students understand classroom content. In many countries, including Nigeria, teacher quality determines students academic performance. Scholars argue that qualified teachers improve students confidence and achievement, especially in language subjects (Darling Hammond, 2000).

English language is a core subject in Nigerian schools. It serves as the medium of instruction and the language of communication in examinations. Therefore, students performance in English affects their performance in other subjects. Because of this, it becomes important to examine the people who teach English. Teachers with strong academic training and professional skills tend to use better teaching methods. They apply clear explanations, use appropriate materials and create supportive learning environments.

However, many schools still employ teachers who lack proper qualifications. Some teachers do not have degrees in English or education. Others have limited training in teaching methods. These issues raise concerns about how teacher qualification affects students success in English. Therefore, this study investigates the relationship between teacher qualification and students performance.

1.2 Statement of the Problem

Students performance in English language has declined in many Nigerian schools. Examination bodies often report poor results. Many people blame this trend on inadequate teaching. In some schools, unqualified teachers handle English language classes. As a result, students may not receive proper instruction. Although several studies highlight teacher quality as an important factor, there is still limited evidence on how teacher qualification affects performance specifically in English language. This gap creates the need for a detailed investigation.

1.3 Objectives of the Study

The main objective of this study is to examine the effect of teachers qualification on students performance in English language.
The specific objectives are to:

1. Identify the qualifications of English language teachers in selected schools.

2. Assess students performance in English in relation to teacher qualification.

3. Examine how teacher training influences teaching methods.

4. Determine the challenges that affect the effective teaching of English.

1.4 Research Questions

The study seeks to answer the following questions:

1. What are the qualifications of English language teachers in the selected schools

2. How does teacher qualification affect students performance in English

3. In what ways does teacher training influence teaching methods

4. What challenges affect the effective teaching of English language

1.5 Significance of the Study

This study benefits teachers, students, school administrators and policymakers. It helps teachers understand the importance of continuous training. Students benefit because improved teaching leads to better performance. School administrators gain insights that guide recruitment and staff development. Policymakers can also use the findings to design education policies that promote quality teaching.

1.6 Scope of the Study

The study focuses on selected secondary schools in Nigeria. It examines English language teachers and students performance. It does not cover other subjects or primary schools. The study also limits itself to teacher qualification, teaching methods and student outcomes.

1.7 Operational Definition of Terms

Teacher Qualification: The academic and professional training a teacher has received.
Students Performance: The level of achievement students show in English language assessments.
Teaching Methods: The strategies teachers use to deliver lessons.
English Language: The subject taught in schools and used as the official language of communication.