Teachers’ Qualification as Background for Teaching Effectiveness in Social Studies in Secondary Schools in Cross River State, Nigeria

Abstract

This paper examined teachers’ qualification as background for teaching effectiveness in Social Studies in Secondary Schools in Cross River State, Nigeria. In order to proffer a solution to the study problem, one research question was posed and a statement of hypothesis. The research design for the study was ex-post facto and instrument for data collection was questionnaire. As such, the population of the study consisted of 308 Social Studies teachers from 252 public secondary schools. The hypothesis for the study was tested at 0.05 level of significance and the statistical technique used for data analysis was One Way Analysis of Variance. An f-ratio of .862 was obtained for the study. The result therefore, justified that teachers’ qualification does not significantly influence teaching effectiveness in social studies in secondary schools in Cross River State. On that note, teachers’ qualification should not be held responsible for teaching ineffectiveness in the school system.