Teacher Qualification and Academic Performance of Primary School Pupils in Kano State

This study examines the relationship between teacher qualification and the academic performance of primary school pupils in Kano State, North West Nigeria. The quality of basic education is significantly influenced by the calibre of teachers deployed to classrooms, yet many primary schools in Kano State continue to employ teachers without adequate professional certification. Despite federal policy requiring minimum qualifications for classroom teachers, implementation at the state level remains inconsistent. This study adopts a descriptive survey design, collecting data from 120 class teachers and 400 pupils across 20 randomly selected public primary schools in Kano metropolis. Teacher qualifications were documented through school records, while pupil academic performance was assessed using scores from the most recent terminal examinations. Data were analysed using Pearson correlation and simple regression analysis. Findings reveal a significant positive relationship between teacher qualification level and pupil academic performance, particularly in literacy and numeracy subjects. Teachers holding the Nigeria Certificate in Education demonstrated markedly better instructional outcomes than those with only secondary school certificates. The study concludes that teacher qualification is a critical determinant of basic education quality in Kano State public schools. It recommends that the Kano State Ministry of Education enforce minimum qualification standards for all serving primary school teachers and establish a structured in-service training programme to upgrade the qualifications of currently underqualified personnel within a defined transition period.

Keywords: teacher qualification, academic performance, primary education, Kano State, NCE.