Abstract: This study aims at examining the influence of the teacher’s professional competency on students’ academic performance in secondary schools in Ifakara Town Council. The targeted population for this study consists of head of schools, teachers with more than six years of experience teaching basic subjects, and students across these schools. Sample size was 301 respondents. Purposive and simple random sampling techniques were used in selection of respondents. Questionnaires, interviews and focus group discussions were used in data collection. Collected data were analyzed using descriptive statistics and thematic analysis. The findings of the study reveals that high levels of subject knowledge, diverse instructional strategies, timely feedback, and a commitment to professional growth are crucial factors in enhancing student performance. The findings underline that teachers who demonstrate strong subject expertise and employ varied teaching methods effectively engage students, fostering a deeper understanding of the material. Additionally, teachers who provide constructive feedback and continuously develop their skills contribute to a positive learning environment, which is essential for academic success. Collaboration among educators, a solid grasp of pedagogical practices, and the ability to differentiate instruction further support improved student outcomes. Creating an inclusive classroom atmosphere and engaging in regular reflective practices are also vital for maximizing educational impact.
Keywords: Teachers Professional Competency, Students’ Academic Performance, Secondary Schools.
Title: The Influence of the Teachers Professional Competency on Students’ Academic Performance in Secondary Schools: A Study of Ifakara Town Council
Author: Abdallah Ahmed Mkanalile
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 12, Issue 4, October 2024 - December 2024
Page No: 1-5
Research Publish Journals
Website: www.researchpublish.com
Published Date: 02-October-2024
