The relationship between teachers professional qualifications and students academic achievement in the English language, in Saudi Arabia

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.