Authors: Chibesa Kunda
Abstract: This study investigates the relationship between teacher quality and pupil academic achievement in public junior secondary schools in Mansa District. Using a correlational research design, data were gathered from head teachers, teachers, and learners across selected schools. Key indicators of teacher quality—academic qualification, teaching experience, and in-service training—were assessed. The results showed a positive correlation between teacher quality and pupil performance in core subjects. The findings underscore the importance of continuous professional development and strategic teacher deployment. The study recommends educational policy reforms aimed at enhancing teacher standards to improve learner outcomes. Furthermore, this could guide strategic decision, mostly those referred to implement policies, teacher quality as well as other education policies to motivate high quality teaching in public junior secondary schools.
