Published Article

This study investigated the influence of teachers’ characteristics on students’ academic achievement in physics in Uyo L.G.A., Akwa Ibom State, Nigeria. A descriptive survey research design was used in this study. All secondary school physics teachers and physics students in Uyo formed the population of the study. The random sampling technique was used to select 200 physics teachers and 200 physics students from randomly selected schools. Expert judgments were used to ensure the face and content validity of the instruments. The reliability coefficients of the instruments were 0.78 and 0.83 for the Teachers’ Questionnaire and Physics Achievement Test, respectively, using the test-retest method and Cronbach's alpha. Data were analyzed using percentages, multiple regression, and analysis of variance (ANOVA) at the 0.5 level of significance. The result showed that teachers’ characteristics significantly influenced students’ academic achievement (F = 31.851, P < 0.05). It was therefore recommended that a proper teacher education reform that will concentrate on the standards a teacher must possess before teaching or going into the teaching profession be enforced.