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TEACHER SHORTAGES, QUALIFICATION LEVELS, AND THEIR INFLUENCE ON ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN AKWA IBOM STATE.

Abstract

Teacher shortages and inadequate qualification levels remain persistent challenges in public secondary schools across many developing nations, including Nigeria. This study examines the influence of teacher shortages and qualification levels on students’ academic performance in public secondary schools in Akwa Ibom State, Nigeria. Using a descriptive survey design, data were drawn from existing literature, government reports, and empirical studies on teacher-pupil ratios, qualification profiles, and performance indicators such as West African Senior School Certificate Examination (WASSCE) results. Findings reveal acute teacher shortages, particularly in core subjects and rural areas, with some schools reporting ratios as high as 1000 students to 6-9 teachers. Many teachers lack full professional qualifications (e.g., B.Ed. or PGDE), contributing to overcrowded classrooms, reduced instructional quality, and lower student outcomes. Academic performance, measured by credit passes in five subjects including English and Mathematics, shows variability but is negatively impacted by these factors. The study recommends urgent recruitment of qualified teachers, targeted deployment to rural schools, continuous professional development, and increased education funding to at least 25% of the state budget. Addressing these issues is critical for improving human capital development in Akwa Ibom State.

Keywords: Teacher shortages, teacher qualifications, academic performance, public secondary schools, Akwa Ibom State, Nigeria.

Chapter One

Introduction
1.1 Background to the Study
The phenomenon of education is a highly charged booster of human capital and socio-economic developments. Secondary education has been the precursor to higher learning in Nigeria and workforce preparation. Nonetheless, the system in public secondary schools in most states such as Akwa Ibom has structural issues which undermine quality of education. The Akwa Ibom State in the South-South part of Nigeria has moved on the policies that are geared to increase access to education, and also to the free and compulsory schooling programmes. Nevertheless, effective teaching and learning is still being impeded by persistent shortages in teachers and irregular distribution of teacher qualifications (Udoh et al., 2025).
The Akwa Ibom State House of Assembly has recently seen some serious legislative debates due to the dire teacher acuity within public secondary schools in particular, and core-curriculum subjects like English, Mathematics, Sciences, and the humanities to be more specific. Legislators have cited cases of schools having as few as 6-9 teachers and more than 1,000 students which causes empty classes in certain classes and the use of inexperienced staff (Global Patriot News, 2025, as cited in legislative reports). These shortages have been exacerbated by other issues such as poor recruitment, rural to urban migration of qualified teachers, unsound working conditions, and delayed remunerations.
The problem is also worsened by the level of qualification of teachers. Being a professional requires professional qualifications such as Bachelor of Education (B.Ed.), Postgraduate Diploma in Education (PGDE) or other pedagogical training that is necessary to teach effectively. According to empirical evidence findings, the number of teachers in public secondary schools in Akwa Ibom who are only first degree holders with no education specific training is a large percentage. As an example, in an investigation of Physics teachers in Uyo Local Government Area, 72.2% had either HND/First degrees, 61.1% had under ten years teaching experience, and 66.7% had not attained professional education qualifications. These were identified to have a serious impact on the academic performance of students in the subject (Eyenaka et al., 2023).
Measuring academic performance in the public secondary schools is commonly done by means of external examinations like West African Senior School Certificate Examination (WASSCE). Despite the recorded intervals of the incremental credit pass rates in Akwa Ibom, teacher shortages and lack of qualifications remain a contributor to uneven results, incomplete syllabi, and urban-rural academic gap in students. The correlation between teacher quality indicators (qualification, experience, and competence) and student outcomes can be supported by the studies on the teacher factor in such subjects as English Language in Eket Local Government Area and Financial Accounting within senatorial districts (Amie-Ogan and Etuk, 2020; Akpanobong and Asuquo, n.d.).
The background highlights that it is necessary to examine the impact of teacher shortages and level of qualification on academic performance to base the policy intervention to be applied to Akwa Ibom State.

1.2 Statement of the Problem
The Akwa Ibom State public secondary schools are still facing severe shortage of teachers especially in the rural and semi-urban school and in the STEM and core subjects. It has led to overworked teachers, big classes, and use of National Youth Service Corps (NYSC) members or non-experts and subject gaps (Udoh et al., 2025). Mismatches in qualification are also quite alarming; not all teachers are fully professionally qualified to provide effective pedagogics, handle large classes, and utilise modern teaching methods.
Such conditions are exhibited by less time spent in instruction, teacher burnout and worse student performance in terms of internal assessment and WASSCE scores. Available data in the state, including the results of Physics performance in Uyo, indicate evident differences in the student performance depending on the experience of a teacher, his/her educational level, and professionalism (Eyenaka et al., 2023). These problems, when left unchecked, will contribute to expanding the disparities in education, growing the number of people who drop out, and derailing the ideals of developing the human capital of the state. Although there are cases of recruitment exercises, the number and targeting has never been adequate enough to bridge the gaps. This paper thus aims at giving an extensive study of these dynamics to guide evidence based solutions.

1.3 Purpose of the Study

The main purpose of this study is to examine teacher shortages, qualification levels, and their influence on academic performance in public secondary schools in Akwa Ibom State.

The specific objectives are to:

1. Assess the extent of teacher shortages in public secondary schools in Akwa Ibom State.
2. Evaluate the prevailing qualification levels of teachers in these schools.
3. Determine the relationship between teacher shortages, qualification levels, and students’ academic performance.
4. Identify contributing factors to teacher shortages and low qualification levels.

1.4 Research Questions

The following research questions, aligned with the specific objectives, guide the study:

1. To what extent do teacher shortages exist in public secondary schools in Akwa Ibom State?
2. What are the predominant qualification levels among teachers in public secondary schools in Akwa Ibom State?
3. What is the nature and strength of the relationship between teacher shortages, qualification levels, and students’ academic performance?
4. What key factors contribute to teacher shortages and low qualification levels in Akwa Ibom State’s public secondary schools?

1.5 Significance of the Study

This study will provide empirical insights for policymakers, the Akwa Ibom State Secondary Education Board, school administrators, and other stakeholders to guide teacher recruitment, deployment, and professional development strategies. By highlighting the links between teacher inputs and student outcomes, the findings can support more effective resource allocation and contribute to the literature on teacher quality in sub-Saharan Africa. Ultimately, improved teacher conditions are expected to enhance student performance, reduce inequalities, and advance Sustainable Development Goal 4 on quality education.

1.6 Scope of the Study

The study focuses on public junior and senior secondary schools in Akwa Ibom State, emphasising teacher shortages and qualification profiles across the three senatorial districts. Performance indicators centre primarily on WASSCE results and related metrics from recent years (2019–2025). Private schools and other educational levels are excluded.

1.7 Limitations of the Study

The analysis relies largely on secondary data from published studies and reports, which may not capture the most current real-time deployment figures or unreported rural shortages. Teacher transfers and periodic recruitment exercises also introduce dynamism that limits generalisability. Future primary research incorporating large-scale surveys could address these constraints.

1.8 Definition of Terms

• Teacher Shortage: A situation in which the available number of teachers is insufficient to meet student enrolment demands and subject requirements, resulting in excessive student-teacher ratios or unfilled positions.
• Teacher Qualification Levels: The combination of academic credentials, professional education training (e.g., B.Ed. or PGDE), subject specialisation, and teaching experience held by educators.
• Academic Performance: Student achievement as measured by credit passes in WASSCE subjects (particularly English and Mathematics) and performance in internal continuous assessments.
• Public Secondary Schools: Government-owned junior and senior secondary institutions in Akwa Ibom State supervised by the State Secondary Education Board.

References

Amie-Ogan, O. T., & Etuk, E. F. (2020). Influence of teachers’ competence on students’ academic performance in public senior secondary schools in Ikot Ekpene and Essien Udim Local Government Areas of Akwa Ibom State. Journal of Education and Practice.

Akpanobong, U. E., & Asuquo, M. E. (n.d.). Teacher quality and students’ achievement in Financial Accounting in senior secondary schools in Akwa Ibom State, Nigeria.

Eyenaka, F. D., John, D. E., & Dan, N. E. (2023). Teachers’ quality and academic performance of Physics students in public secondary schools in Uyo Local Government Area, Akwa Ibom State. Journal of Science Education and Humanities, 7(1), 111–120. https://www.akscoejoseh.org/index.php/joseh/article/view/22

Udoh, A. J., Nwagu, C. S., Asuquo, M. E., Thomas, E. S., & Ben, V. E. (2025). Barriers to human capital development in the education sector of Akwa Ibom State, Nigeria. World Journal of Advanced Research and Reviews, 27(2), 1015–1029. https://doi.org/10.30574/wjarr.2025.27.2.2955