Home Economics Teachers’ Competency and Students’ Academic Performance in Delta State Secondary Schools

This study examines the relationship between Home Economics teachers' professional competency and students' academic performance in senior secondary schools in Delta State, South South Nigeria. Teacher quality is widely recognised as one of the most influential predictors of student learning outcomes. The study adopts a descriptive survey design, targeting Home Economics teachers and their SS2 students in twenty public secondary schools in Warri South and Oshimili South local government areas. Data were collected from 180 teachers and 360 students using separate validated questionnaires. Objectives include assessing teachers' subject matter knowledge, pedagogical skills, and classroom management competencies, and examining their relationship with students' examination scores. Recent literature from South South Nigeria highlights the prevalence of unqualified subject teachers as a structural impediment to quality Home Economics instruction. Data were analysed using Pearson correlation and t-test. The Teacher Effectiveness Theory provides the conceptual framework, linking teacher attributes to measurable student outcomes. Findings are expected to reveal significant positive correlations between teacher competency dimensions and student performance in both theory and practical assessments. Recommendations are directed at the Delta State Teaching Service Commission and the National Teachers Institute regarding continuous professional development and certification renewal for Home Economics teachers. Keywords: teacher competency, academic performance, Home Economics, secondary schools, Delta State.