Impact of Technical Teacher Quality on Student Outcome in Metalwork Technology in Plateau State

This study examines the impact of technical teacher quality on student outcomes in metalwork technology in secondary schools in Plateau State, North Central Nigeria. Teacher quality is widely recognised as the most significant in-school factor affecting student learning, yet technical education faces chronic shortages of qualified and motivated teachers. In Plateau State, the combination of security challenges and underfunding has further eroded the quality of technical instruction. A descriptive correlational survey is employed, drawing 240 students and 60 technical teachers from 20 secondary schools in Jos North, Jos South, and Barkin Ladi local government areas. Instruments include a student academic achievement test in metalwork and a teacher quality rating scale covering content knowledge, pedagogical skills, and professional commitment. Pearson correlation and simple regression are used for analysis. The study hypothesises a significant positive relationship between teacher quality indicators and student achievement scores. Preliminary observations indicate that many technical schools in the state employ non-specialist or underqualified teachers in metalwork, significantly affecting practical outcomes. The study also explores the role of in-service training and supervisory support in mediating teacher quality. Recommendations include mandatory specialist certification for technical teachers, regular pedagogical refresher courses, and improved welfare packages to attract and retain quality teachers. Findings will assist Plateau State education authorities in designing targeted teacher quality improvement strategies. Keywords: teacher quality, metalwork technology, student outcomes, Plateau State, technical education