Effect Of Teacher Competency And Classroom Environment On Students’ Academic Achievement In Secondary Schools

Abstract

This study investigated the effect of teacher competency and classroom environment on students' academic performance in public secondary schools in South Punjab, Pakistan. The study used a descriptive and mixed-approach approach, gathering information through quantitative and qualitative methods, such as surveys and interviews. The sample was chosen using a multi-stage sampling process, including 48 headteachers, 1280 male students, and 1280 female students from grade 10 in the four tehsils of Rahim Yar Khan district. Academic performance was judged using students' accomplishment results in the 9th grade yearly exams, validated by the Bahawalpur Board of Intermediate and Secondary Education, and school records. The data were analyzed using statistical techniques such as ANOVA and conventional t-tests. The study's key findings showed that teacher subject matter knowledge and pedagogical abilities considerably impacted students' academic achievement in public secondary schools. Based on these findings, the research advised that instructors in secondary schools seek both long-term and short-term training to improve their core knowledge and teaching abilities. Furthermore, the government should guarantee that all secondary schools have suitable competent and certified teachers.