Abstract
The study was designed to find out if the qualification of the English teachers has direct or indirect bearing on the performance of the students in English language. The topic was built on the assumption, apparently shared by most people especially our educational policy makers, that any fluent speaker or native speaker of English automatically becomes an effective English teacher. Three secondary schools within Nsukka were selected for the study. Questionnaires were distributed to the students, teachers and principals in the selected schools. The responses were analyzed using simple statistical methods. The study found out that teachers’ qualifications do affect students’ performance. Recommendations were made on how to improve on the quality of teachers already in the classroom.
TABLE OF CONTENTS
Title page
Approval Page
Certification
Dedication
Acknowledgement
Table of content
List of table
Abstract
CHAPTER ONE:
INTRODUCTION
1.1 Background of the study
1.2 Statement of the problems
1.3 Significance of the study
1.4 Hypothesis
1.5 Objectives of the study
1.6 Operational definition
1.7 Scope and limitation of the study
CHAPTER TWO:
LITERATURE REVIEW
2.1 Academic and professional qualification of English teachers
2.2 The curriculum of qualification of English teacher education
2.3 Instructional methods used by English teachers
2.4 Teachers’ attitude
CHAPTER THREE:
METHODOLOGY
3.1 Source of data
3.2 Samples
3.3 Method of data collection
3.4 Procedure of data analysis
3.5 Method of data analysis
CHAPTER FOUR:
DATA ANALYSIS
4.1 Interpretation of students’ response
4.2 Teachers’ qualification and teaching experience
4.3 Interpretation of the qualification of teachers’ response to questionnaire
4.4 Analysis of principals response to items in questionnaire
CHAPTER FIVE:
CONCLUSION AND RECOMMENDATION
5.1 Major findings
5.2 Tenability of assumption
5.3 Conclusion
5.4 Recommendations
Bibliographical References