Abstract:
The objective of the study was to ascertain the type of relationship (if any) existing
between English teacher’s professional qualification and student’s academic
performance in Jeddah, Saudi Arabia. The sample size of the study for teachers and
students was 24 and 68 respectively. These were selected from 10 secondary schools
in Jeddah. Simple random sampling method was used to select participants and data
analyses involved the use of descriptive statistics (percentages and frequencies) and
inferential statistics. The study revealed that most of the English teachers in the
selected schools were competent in relation to content knowledge of English as a
subject in the secondary schools. Findings also revealed these teachers need to
increase their level of familiarity with the students since majority complained that
they do not respect their opinions and they do not refer them to relevant authorities
within the school for assistance. The study further revealed that teachers’ professional
qualification has a strong and positive relationship with students’ academic
achievement. Hence, the study recommended that teachers should continually
improve their professional qualifications, respect students’ opinion and refer them to
the headmaster for academic assistance. Undoubtedly, the study has been very
enriching in terms of revealing the assortment of teachers involved in the teaching of
English language in the selected schools – professionals beaming with requisite
qualifications in ornamenting the language that its sun never sets.
Description:
A dissertation in the Department of Applied Linguistics,
Faculty of Foreign Language Education and Communication,
submitted to the School of Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Education
(Teaching English as a Second Language)
in the University of Education, Winneba
AUGUST, 2020
