Improving Students’ Academic Performance in Nigerian Schools: the Role of Teachers


The thrust of the study was to examine the extent to which the involvement of teachers in the outcome ofacademic performance of students in schools could be held accountable for virile students’ performance in all subjects, generally in Nigerian schools. While lamenting on the shameful articulation of students’ academic performance in public examinations; it was obviously discussed that students' academic performance without sustained consideration on teachers’ involvement in the teaching and learning processes may not lead to meaningful improvement. It was observed that teachers’ self-efficacy and pedagogical content knowledge (PCK) are very important for the teachers to be effective and to be able to improve students’ academic learning. As part of the recommendations it was suggested that short and long term in-service training from developed countries is needed for teachers of all categories in Nigeria.