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

The conceptual framework for the study is shown above indicating the relationship among input, process and output of a system. The figure shows that teachers’ quality which ultimately affects students’ academic performance. The first box which is the input shows teachers’ academic qualification, teachers’ years of teaching experience, teachers’ exposure to in- service training and teachers’ professional qualifications. The second box in the framework is the process i.e. through: effective teaching and learning process. The third box represents the output i.e students’ academic performance proforma   for a period of 2012-2015 academic sessions.

Appraisal of Literature Reviewed
The study on quality of good teaching of a teacher cannot be overemphasized. Good teaching improves students to the higher cognitive level processes for good academic achievement. Teaching works by getting students to engage in learning-related activities that help them attain the particular objectives set for the unit or course, such as theorizing, generating new ideas, reflecting, applying and problem-solving. Given that learning is regarded as the central issue of the twenty-first century, the most powerful, engaging, rewarding and enjoyable aspects of our personal and collective experiences need to be backed up with the services of highly qualified teachers. A highly qualified teacher gets most students to use the higher cognitive level processes that improves academic performance of students spontaneously.
It could be concluded from the review that quality of teacher is the pillar to educational development and growth because of the kind of services it offers. The calibres of personnel do determine the outcome and growth of the system it operates. During and after the course of teachers’ training, professional teachers are informed of their roles in the discharge of their duties, how best to achieve the aims and objectives of an educational system.  It was emphasized that no matter the availability of educational infrastructure in the school system they mean nothing if there are no competent and qualified teachers to utilize them efficiently. To ensure the successful operation of the school system, professionally qualified teachers are needed for schools to perform effectively and efficiently in order to accomplish the set goals and objectives of our educational system. Therefore, there is a great need for a sound specialized background and professional training. In the same stratum, an unqualified teacher who delivers poor quality teaching is an enemy to the students’ progress and a danger to the child’s upbringing. For a non-professional to handle any subject in school is a very delicate problem because it concerns the intellectual, moral and emotional phases of the child’s life.
Finally, quality teaching constitutes one of the major facets in educational production. Educational production is the determination of schooling quality as reflected in students' educational performance. However, we should recognize also that there are some other major problems affecting the school system in Nigeria, which are determinants of school effectiveness and quality improvement, such as, poor management and control of teacher education programs, teacher training and retraining, the selection and organization of curriculum content, curriculum implementation and evaluation, the development, distribution and use of teaching materials, and the relevance of the curriculum to the needs of society.