Survey of Music Teacher Qualifications and Their Impact on Student Performance in Secondary Schools in Taraba State

This study surveys the professional qualifications of music teachers in secondary schools in Taraba State, North East Nigeria, and assesses the relationship between teacher qualification levels and student music performance outcomes. Teacher quality is widely recognised as one of the most significant determinants of educational outcomes, yet in many Nigerian states, music is taught by non-specialist teachers holding generalist qualifications. Taraba State's diverse ethnic composition and relatively limited educational infrastructure make it a particularly important context for assessing music teacher quality. This research employs a descriptive survey design with data collected through questionnaires and credential verification processes administered to music teachers in 25 selected public secondary schools across Jalingo, Wukari, and Gembu education zones. Student music performance data from WAEC results over the preceding three years are also collected and analysed. The study applies Pearson correlation and regression analysis to examine the relationship between teacher qualification variables and student examination outcomes. Qualitative interviews with education officers provide contextual insight. The research draws on teacher effectiveness literature, music education scholarship, and recent educational policy studies from Northern Nigeria. Findings will inform state-level teacher deployment, training, and continuous professional development policies for music educators. Keywords: Music teacher qualifications, student performance, secondary schools, Taraba State, education quality.