Teacher Qualifications and Academic Performance of Pupils in Public Primary Schools in Hargeisa District

Abstract

This study investigated effect of teacher qualifications on the academic performance of pupils in primary schools in Hargeisa districts. Teacher qualifications were operationalized as Formal education, certification and teaching experience. The study emerged from the deteriorating academic achievement of pupils in Somaliland National Primary Examinations. The deteriorating academic performance was well demonstrated from increase number of failures in Somaliland National Exams. The study employed cross sectional survey research design, on a sample of 160 teachers, the study found out that, Fo = 15.838 > F (2,157) = 3.06; p = .000. The eta-square returned an average value of η 2 = 16.8%. Therefore, teacher qualification accounts for 16.8% of the variance in academic performance of pupils in pubic primary schools in Hargeisa. The rest 83.2% are due to factors not investigated here, and errors in measurements. The study findings indicate that teacher qualifications affect to the academic performance of pupils in public primary schools in Hargeisa District.

Keywords: Teacher Qualification, Academic Performance, High Qualifications, Moderate Qualification, Low Qualification, Licensure and Certification