INFLUENCE OF TEACHERS’ CHARACTERISTIC ON THE ACADEMIC ACHIEVEMENT OF PRIMARY SCHOOL PUPILS IN IJEBU NORTH LOCAL GOVERNMENT AREA

This study assessed the influence of teachers’ characteristic on the academic achievement of primary school pupils. It specifically examined the influence of teachers’ qualification, demographic characteristics on academic achievement of primary school pupils. Three research questions and three hypotheses were formulated to guide the study. The research design adopted for this study was the correlational survey design. Stratified random sampling techniques were used to recruit a total of 75 pupils and 30 teachers. A well-structured questionnaire was used to gather information from the participant. Descriptive analysis of frequency count and percentage was used to analysed the demographic part while multiple regression analysis was conducted to test the hypotheses at .05 significant level. Result showed significant influence of teachers’ qualifications on pupils' academic achievement (F(1, 73) = 31.811, R² = .304, p < .001). The demographic characteristics of teachers, specifically age and gender, were found to have a significant (F(2, 72) = 3.873, R² = .097, p = .025). A broader analysis of teachers’ characteristics showed a significant impact on pupils' academic achievement (F(1, 73) = 19.608, R² of .212, p < .001). In conclusion, the study reaffirms the pivotal role of teachers in shaping educational outcomes and calls for continued efforts to enhance the quality of teaching through targeted interventions and support systems. The study recommended that professional development initiatives should be tailored to the specific needs of teachers, focusing not only on content knowledge but also on effective teaching strategies.