Relationship Between Teachers’ Quality And Students’ Academic Performance
[A CASE STUDY OGBOMOSO SOUTH LOCAL GOVERNMENT AREA SECONDARY SCHOOLS, OYO STATE]

Walls, Nardi, von Minden, and Hoffman (2002) found that expert teachers rely more on procedural knowledge (their own practical knowledge of what steps and techniques have worked well in the past), whereas novices rely more on declarative knowledge (the theoretical knowledge they have gleaned from teacher training programs). Novice teachers, on the other hand, see learner ideas and errors as possible obstacles and focus principally on maintaining the flow of their lesson plans. Much more than experienced teachers, they worry about the appropriateness of their instructional strategies. According to Mullock (2006) novice teachers are also more likely to engage in self-criticism. Gatbonton (2008) found that experienced teachers may be less concerned with promoting learners’ acquisition of specific language items, such as using "s" with third person singular verbs in the simple present tense, than with ensuring that genuine and meaningful communication occurs.
Richards and Farrell (2005) drawing on work by Tsui (2003) pointed out that expert teachers tend to share the following variables, setting them apart from novice teachers:
•    A rich and elaborate knowledge base
•    Ability to integrate and use different kinds of knowledge
•    Ability to make intuitive judgments based on past experience
•    Desire to investigate and solve a wide range of teaching problems
•    Deeper understanding of students’ needs and student learning
•    Awareness of instructional objectives to support teaching
•    Better understanding and use of language learning strategies
•    Greater awareness of the learning context
•    Greater fluidity and automaticity in teaching
•    Greater efficiency and effectiveness in lesson planning
Teaching experience improves content mastery. Subject matter knowledge thus is another variable that one might think could be related to teacher experience and thus teacher effectiveness.
    Teacher experience has a significant effect on pupil performance in primary schools and at upper secondary level (Kennedy, 2010). Experience teachers have a richer background of experience to draw from and can contribute insight and ideas to the course of teaching and learning, are open to correction and are less dictatorial in classroom. Teachers’ experience and student achievement was that student taught by more experienced teachers achieve at a higher level, because their teachers have mastered the content and acquired classroom management skills to deal with different types of classroom problems (Gibbons,1997). Furthermore, more experienced teachers are considered to be more able to concentrate on the most appropriate way to teach particular topics to students who differ in their abilities, prior knowledge and backgrounds (Stringfield & Teddlie, 1991).