Teachers Competencies as Predictor of Students’ Academic Achievement in Accounting in Public Secondary Schools in Anambra State

Chinwe Sussan Oguejiofor, Chinwe Sussan Oguejiofor and Obigwe Rita Ugochukwu
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Chinwe Sussan Oguejiofor: Department of Vocational Education Chukwuemeka Odumegwu Ojukwu University, Igbariam, Anambra State
Chinwe Sussan Oguejiofor: Department of Vocational Education Chukwuemeka Odumegwu Ojukwu University, Igbariam, Anambra State
Obigwe Rita Ugochukwu: Department of Vocational Education Chukwuemeka Odumegwu Ojukwu University, Igbariam, Anambra State

International Journal of Latest Technology in Engineering, Management & Applied Science, 2025, vol. 14, issue 4, 123-129

Abstract: This study examined teachers’ competencies as predictor of SS 2 students’ academic achievement in Accounting in public secondary schools in Anambra State. The study was guided by two research questions and two hypotheses. The study adopted correlational research design. The population of the study comprised 569 senior secondary students (SS2) students in Accounting (217 males and 352 females) in 267 public secondary schools in the six Education Zones of Anambra State. The sample comprised 569 Accounting students. The entire population of the Accounting students was adopted because of the manageable size. One instrument was used for data collection: Teachers’ Competencies Questionnaire (TCQ). The instrument contained 20 items spread across the clusters, A and B. The items were placed on 4-point scale of Strongly Agree (SA) – 4 points, Agree (A) - 3 points, Disagree (D) – 2 points and Strongly Disagree (SD) – 1 point. The range of scores was weighted as 4, 3, 2 and 1 respectively. On the other hand, Students’ Academic Achievement Scores (SAAS) measured the students’ academic achievement in public secondary schools in Anambra State. Academic Achievement was measured with termly scores in Accounting which were collected from Records Department, Post Primary School Service Commission (PPSSC), Awka Anambra State (2024). The coefficient value of 0.85 for teachers’ adaptability; 0.83 for teachers’ classroom management was obtained. This gives an average coefficient value of 0.84 and was considered reliable for the study. The instrument was administered to the respondents by the researcher with the help of three (3) research assistants. It was ‘on the spot hand delivery’ for the administration and retrieval of the instrument. Simple linear regression analysis was used for data analysis at 0.05 level of significance. The study found that Teachers with deep subject mastery can simplify complex concepts, provide relevant examples, and address misconceptions, leading to improved student comprehension and performance. Additionally, classroom management was found to be a strong predictor of students’ success in Accounting. A well-organized learning environment minimizes disruptions, enhances student engagement, and fosters discipline. While effective classroom management is crucial, some scholars argue that other factors, such as instructional quality and teacher-student relationships, also play essential roles in academic achievement. The study recommended that the Ministry of Education and school administrators should organize regular training programs, workshops, and professional development courses to improve teachers’ mastery of Accounting concepts.

Date: 2025
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