Brief Introduction

English as a language plays a number of roles in the socio-economic, political, and cultural development of Nigerian society. The continued slide in the performance of students in the English language in external examinations is a course of great concern not only for the teachers but also for all stakeholders in the business of education.

This is more worrisome when one considers the fact that English doubles as a medium of instruction in Nigerian schools as well as our linquafranca. The central role of English cannot, therefore, be wished away.

The pattern of failure has, however, shown that the incidence appears to be higher in some schools than it is with other schools. A number of factors have been linked to the courses but more relevant is the issue of qualification of the teachers. This is more important because in the business of teaching and learning, teachers offer only what they have; you cannot offer what you don’t have.

The qualification of teachers involved in teaching and learning has great roles in the performance of students and it is to find out these effects that this study is set out to accomplish.

Table of Content

Title page
Approval Page
Certification
Dedication
Acknowledgment
Table of content
List of table
Abstract

CHAPTER ONE:
INTRODUCTION
1.1 Background of the study
1.2 Statement of the problems
1.3 Significance of the study
1.4 Hypothesis
1.5 Objectives of the study
1.6 Operational definition
1.7 Scope and limitation of the study

CHAPTER TWO:
LITERATURE REVIEW
2.1 Academic and professional qualification of English teachers
2.2 The curriculum of qualification of English teacher education
2.3 Instructional methods used by English teachers
2.4 Teachers’ attitude

CHAPTER THREE:
METHODOLOGY
3.1 Source of data
3.2 Samples
3.3 Method of data collection
3.4 Procedure of data analysis
3.5 Method of data analysis

CHAPTER FOUR:
DATA ANALYSIS
4.1 Interpretation of students response
4.2 Teacher’s qualification and teaching experience
4.3 Interpretation of the qualification of teacher’s response to the questionnaire
4.4 Analysis of principals response to items in the questionnaire

CHAPTER FIVE:
CONCLUSION AND RECOMMENDATION
5.1 Major findings
5.2 Tenability of assumption
5.3 Conclusion
5.4 Recommendations
Bibliographical References