Pages: (126-143 )
Abstract
The study investigated teacher quality as predictor of students learning satisfaction in secondary schools in Rivers State. Four research questions were answered and four hypotheses tested in the study. The study employed correlational survey design. The population of the study was all the teachers and students in the public senior secondary schools in the State out of which 200 respondents (100 teachers and 100 students) were sampled randomly for the study. Two instruments were used for data gathering namely “Teacher Quality Questionnaire” and “Students Learning Satisfaction Questionnaire” (SLSQ) which were face and contend validated by two Educational Management experts at the University of Port Harcourt. The reliability of the instruments was estimated using Cronbach alpha statistics with coefficients of 0.84 and 0.89 respectively. Research questions were answered using simple regression analysis while the hypotheses were tested using t-test in association with regression analysis as well as the p-value at 0.05 level of significance. The result of the study showed that teacher qualification, experience and training had moderate, high and moderate positive relationship with students learning satisfaction at a value of r = 0.480, r = 0.630 and r = 0.481 and all of these relationships were significant. It was recommended that teachers should be given the required resource support to improve on their ability to enhance students learning satisfaction and overall academic performance in the long run.
Keywords: Teacher Quality, Students, Learning, Satisfaction, Secondary Schools,