Iyabo Mosubusola Adebanjo


This study examined teachers’ quality as predictors of public pre-primary school effectiveness in Ogun State. Descriptive survey research design was adopted. A total of one hundred and twenty (120) public pre-primary school teachers were randomly chosen using stratified random sampling technique as sample size. Researcher developed questionnaire; tagged: ‘Teacher Quality Questionnaire (TEQQ)’ was used for data collection. The instrument was validated by experts from the field of Early Childhood Education and Educational Management. Cronbach Alpha was used to determine the reliability coefficient at .05 significance level and the reliability coefficient for the instrument (TEQQ) yielded 0.86. Regression analysis was used for testing hypotheses. The findings indicated that there was a significant composite and relative contribution of teacher qualification, experience and mastery of the content on public pre-primary school effectiveness in Ogun State and that about 49% of the variance in pre-primary school effectiveness was accounted for by the linear combination of the independent variables (teacher qualification, experience and mastery of the content). Based on the findings of the study, it was recommended that teachers without teaching qualification and experience should be encouraged to go for courses in education in order to acquire adequate method of passing instruction to children/pupils. 


Teacher Qualification, Teacher Teaching Experience, Pre-Primary School Effectiveness, Teacher Subject Mastery

Full Text:



Abe, T. O. (2014). The effect of teachers’ qualifications on students’ performance in Mathematics. Sky Journal of Educational Research, 2(1), 10-14.

Ademulegun, D. (2017). Monitoring learning achievement of junior secondary assessment school students in Lagos State. A Prototype of state UnpublishedPhd Thesis.University of Ibadan.

Adeyemi, T. O. (2008). Teachers’ teaching experience and students learning outcomes in secondary school in Ondo State, Nigeria. Educational Research and Review, 3(6), 204-212.

Adieze, L. C. (2009). Killing the teaching profession. MKT the Publishers.

Aina, J. K., & Olanipekun, S. S. (2015). A review of teachers qualifications and its implications on students’ academic achievement in Nigerian schools. International Journal of Educational Research and Information Science, 2(2), 10-15.

Akiba, M., Le Tendre, G. K., & Scribner, J.P. (2007). Teacherquality, opportunity gap, and national achievement in 46Countries. Educational Research, 36(7), 369–387.

Akinbote, O. (2007). Problems for teacher education forprimary schools in Nigeria: Beyond Curriculum Design andImplementation. Essays in Education, 22, 4-11.

Akindutire, I. O., & Ekundayo, H. T. (2012). Teacher educationin a democratic Nigeria: Challenges and the way forward.Educational Research, 3(5), 429-435.

Akinfe, E., Olofinniyi, O. E., & Fashiku C. O. (2012). Teachers’quality as correlates of students academic performance inBiology in senior secondary schools of Ondo State,Nigeria. Online Journal of Education Research, 1(6), 108-114.

Aliyu, U. A., Yashe, A., & Adeyeye, A. C. (2013). Effect ofteachers qualifications on performance in furthermathematics among secondary school students. Mathematical Theory and Modeling, 3(11), 140-146.

Amali, I. O. O., Bello, M. B., & Okafor, I. P. (2016). An assessment of pre-primary school programme activities in Kwara State, Nigeria. European Scientific Journal, 8(8), 73-82.

Buchman, M. (2014). The priority of knowledge and understanding in teaching. Advances in Teaching Education (vol.1, pp.29-48). Norwood, NJ: Ablex.

Dial, J. C. (2008). The effect of teacher experience and teacher degree level on student achievement in mathematics and communication arts. Department and Faculty of Social of Education.

Douglas, M.A. (1997). The Child and the Family. Family Magazine, 3 (1), 17-21.

Edu, D. O., Edu, G. O., & Kalu, I. M. (2012). Influence of academic qualification on gender on teachers’ perception of difficult concept in primary science in Ikom, educational Zone of Cross River.

Ewetan, T. O., & Ewetan, O. O. (2015). Teachers’ teaching experience and academic performance in Mathematics and English language in public secondary school in Ogun state. International Journal of Humanities and Social Sciences and Education, 2(2), 123-134.

Ezeudu, S. A., & Ojilu, L. U. (2014). Influence of area of specialization and years of teaching experience of geography teachers on their level of competency performance in teaching map work in secondary schools in Kogi Stat. Research on Humanities and Social Science, 4(18), 78-84.

Ibrahim, J. K. (2005). Towards effective teaching and learning at pre-primary school in Nigeria. Nigeria Journal of Arts, Science and Technology (NIJASAT), 3(1), 34-45.

Ighohno, D. O. (2012). Education documents and bestial documents Nigeria. Lagos: Ministry of Education Press.

Ja’afaru, Y. S. (2015). Impact of teacher quality on the academic performance of junior secondary school students in social studies in Katsina State. Department of Arts and Social Science Education, Ahmadu Bello University, Zaria.

Jadama, L. M. (2014). Impact of subject matter knowledge of a teacher in teaching and learning process. Middle East and African Journal of Educational Research, 7(11), 167-177.

Mueller, S. (2015). Teacher experience and the class size effect. University of Erlangen-Nurember.

Musau, L. M., & Abere, M. T. (2015). Teacher qualification and students academics performance in science mathematics and technology subjects in Kwara state. International Journal of Educational Administration and Policy Studies, 7(3), 83-89.

Obidike, N. D. (2016). Factors effecting teacher quality practices in primary schools in Awka Educational Zone, Anambra State. African Teacher of Education, 5(1), 1-8.

Odhiambo, G. (2015). Elusive search for quality education. Assurance and of Social Science, 1(3), 84-92.

Owolabi, O. T., & Adedayo, J. O. (2012). Effect of teacher qualification on the performance of senior secondary school physics students’. English Language Journal, 5(6), 72-77.

Ryan, K., & Cooper, J. M. (1998). Those who can, teach. New York: Houghton Mifflin Company.

Unanma, A. C., Abugu, H. O., Dike, R. C., & Umeobika, U. C. (2013). Relationship between teacher educational qualification and students achievement in Chemistry. Journal of Research and Method in Education, 1(1), 5-10.

Yusuf, H. O., & Dada, A. A. (2016). Impact of teachers’ qualification and experience on the performance of students in colleges of education in Kaduna State, Nigeria. The Online Journal of Quality in Higher Education, 3(2), 52-61.


  • There are currently no refbacks.

Copyright (c) 2020 Iyabo Mosubusola Adebanjo










ISSN (PRINT):    2682 - 6135

ISSN (ONLINE): 2682 - 6127





Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.