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

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents summary and conclusion drawn from the research carried out on teachers’ quality and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools, Oyo State. Recommendations are also made   based on the findings of the study
Summary
This study was carried out to determine the relationship between teachers’ quality and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools, Oyo State. The teachers’ quality  was examined in terms of  academic qualifications, years of teaching experience, exposure to in- service training and professional qualification. On the basis of literature wa reviewed on the variables of the study. One main hypothesis and four operational hypotheses were formulated and statistically tested using inferential statistics of Pearson product moment correlation statistic at 0.05 level of significance. Teachers’ Quality  Questionnaire” (TQQ) and Students’ Academic Performance Proforma were used to collect results  from 2014 to 2016 sessions. Ten  public secondary schools were sampled for the study. One hundred and fifty teachers were selected for the study. The summary of the findings are as follows
1.    There was significant relationship between teachers’ quality and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools, Oyo State.
2.    There was significant relationship between teachers’ academic qualifications and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools, Oyo State
3.    There was significant relationship between teachers’ years of teaching experience and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools, Oyo State
4.    There was significant relationship between teachers’ exposure to in- service training and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools, Oyo State.
5.    There was significant relationship between teachers’ professional qualification and students’ academic performance in Ogbomoso South Local Government Area Secondary Schools, Oyo State
Conclusion
    This study has shown that teachers’ quality have a positive and significant relationship with students’ academic performance students’ academic performance in Ogbomoso South Local Government Area Secondary Schools, Oyo State. This implies that the quality of teachers in terms of their academic qualifications, years of teaching experience, exposure to in- service training and professional qualification will drastically improve the educational standard as well as students’ academic performance in secondary schools.
 It is obvious that education generally cannot be totally free if the teachers’ quality are to be assured. Thus, the importance of teachers’ quality is on students’ learning achievement. Teachers’ quality is described as the most important key to improving learning achievement. In fact, some scholars are of the view that teachers’ quality is more strongly related to academic achievement than such variables as reduced class size, funding or increase in teacher salaries. It argues that teachers’ quality are so central to the academic achievement and that lack of it is detrimental to the achievement of functional secondary education in Nigeria. The study also confirmed that teachers’ quality and competency are a panacea for attainment of educational goals and objectives.
Recommendations
The following recommendations were made to enhance teachers’ quality and to improve academic performance of students in secondary schools
1.    Teachers should endeavour to improve themselves professionally by acquiring more qualifications in the teaching profession.
2.    Teacher training institutions such as National Teacher Institute (NTI) should ensure that teachers’ preparation programs are revisited to remove old contents, add new and relevant contents to ensure the production of quality teachers and eventual functional education for all students by considering years of teachers’ experience.
3.    Teachers themselves should not be stagnant but strive to upgrade their skills on a continuous basis to make them more competent in the delivery of educational services as curriculum implementers and this should be done through in- service training.
4.    Public and private school management should always endeavour to organize refresher courses and workshops for further training so as to equip teachers with modern teaching skills .This will contribute to improve the quality of education at all levels.
5.    In addition, teachers need motivation for improvement and should be provided by the government with all the necessary incentives such as adequate salaries, good working conditions and other fringe benefits that compare favourably with what their counterparts in other professions receive so that teachers’ quality could be improved efficiently and effectively.