The Correlation between Teachers’ Educational Background and Students’ Achievement: A Study at Private Islamic Junior High Schools in Jambi

Main Article Content

Shynta Amalia
Loviana Rizqa
Muhammad Iqbal Ramdhani

Abstract

Although the demand for mastering English is getting higher, the student’s achievement fell short of expectation. Several empirical studies indicated that one of the sources of the students’ lack in English achievement was the teachers’ qualification. There had been schools that let the teachers with non-English Education backgrounds teach English at schools. As the researchers concerned this phenomenon, this study aimed to seek the relationship between the teachers’ educational background and the students’ English learning achievement. The research design was a correlation study. The sample of the study was chosen purposively. The samples were chosen from 3 Private Islamic junior high schools in Jambi city Indonesia with A accreditation status. 244 eighth graders and 4 English teachers participated in this study. The data were collected by using a questionnaire and unobtrusive measures of the students’ English achievement.  The result of the coefficient correlation between teachers’ educational background and students’ achievement was r=0.032. It means that those variables were positively correlated. However, r=0.032 was considered low correlation.  This study hopefully contributes to the school. It’s important that the principals or policy maker of schools facilitate all teachers’ activities which contribute to the development of their professionalism.

Downloads

Download data is not yet available.

Article Details

Section
Articles

References

Abe, T. O. (2014). The effect of teachers’ qualifications on students’ performance in mathematics. Sky Journal of Educational Research, 2(1), 10–014. http://www.skyjournals.org/SJER

Brown, H. D. (2014). Principles of language learning and teaching : a course in second language acquisition (Sixth).

Dr. Abe, T.O., Adu, E. I. (2013). Influence of Qualification on Development and Assessment of Computer Programmed Instructional Package on Energy Concept in Upper Basic Technology in Ekiti State. ARPN Journal of Science and Technology, 3(6), 611–618.

EF Education First. (2020). English Proviency Index. Ef Epi, 1–27.
Fakeye, D. O. (2012). Teachers’ Qualification and Subject Mastery as Predictors of Achievement in English Language in Ibarapapa Division of Oyo State. 12(3), 0–6.

Harmer, J. (2007). Harmer.
Lee, S. W., & Lee, E. A. (2020). Teacher qualification matters: The association between cumulative teacher qualification and students’ educational attainment. International Journal of Educational Development, 77(May). https://doi.org/10.1016/j.ijedudev.2020.102218

Sanda, S. (2013). Influence Of Teacher Characteristics On Students’ Academic Achievement Among Senior High Schools In Ogan Komering Ulu. Journal of English and Education, 7(2), 42–57. https://doi.org/10.20885/jee.vol7.iss2.art5

Stronge, j, H. (2007). Effective Teachers. In SAGE Open (Vol. 5, Issue 3). https://doi.org/10.1177/2158244015603427

Undang-undang. (2015). UNDANG-UNDANG REPUBLIK INDONESIA NOMOR 14 TAHUN 2015 (pp. 1–75). Kementerian Sekretariat Negara.

Usman. (2012). Factors Influencing Students’ Academic Performance at Higher Secondary Level: Teachers’ Perception. Language in India, 12(September), 524–548.

Zahoor, F., Jumani, N. B., & Malik, S. (2019). Professional Qualifications and Competencies of Teacher Educators and Subject Teachers of Education: Gender Wise Analysis. Global Regional Review, IV(IV), 158–167. https://doi.org/10.31703/grr.2019(iv-iv).18