Teacher Quality Factors as Determinant of Students’ Performance in Mathematics

Abstract

Aim: This study seeks to determine how students' mathematics achievement is impacted by teacher quality characteristics.
 Methods: The study considered the following teacher characteristics: experience, training, motivation, interest satisfaction, and instructional methods. The study used the descriptive survey method to gather data on both teachers and students on how teacher quality could be a determinant factor in students’ performance in mathematics. The data gathered were analyzed using regression analysis and analysis of variance (ANOVA).
 Results: The analysis's findings indicate that teachers' classroom management skills and instructional methods have an impact on students' academic performance.
 Conclusion: The study concludes that teachers' expertise, instructional methods, classroom management skills, motivation, satisfaction, and interest all play a significant role in students' mathematics performance.
 Recommendation: In order to obtain appropriate techniques for imparting instruction to pupils, teachers who lack teaching credentials should be encouraged to enroll in education courses.