Effects of Teacher Qualifications on The Performance of Secondary School Students in Physics at Malawi School Certificate of Education Examinations: A Case Study of Lilongwe Rural West

Abstract

Student performance in physics at secondary school level remains a major concern in many developing countries, including Malawi. This study examined the effects of teacher qualifications on the performance of secondary school students in physics at the Malawi School Certificate of Education (MSCE) examinations in the Lilongwe Rural West. A quantitative descriptive survey research design was used in the study. The sample consisted of 99 participants (N = 99) drawn from five secondary schools, including 85 Form Four physics students, 9 physics teachers, and 5 head teachers. Stratified sampling was used to select the schools while purposive sampling was used to select teachers and head teachers.