Authors : Mayeselo Makhenjera

Volume/Issue : Volume 10 - 2025, Issue 4 - April

Google Scholar : https://tinyurl.com/5n8faub7

Scribd : https://tinyurl.com/yv93buwp

DOI : https://doi.org/10.38124/ijisrt/25apr897

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Abstract : In pursuit of technological development, Malawi, a developing nation, recognizes the crucial role of Physics in driving progress. However, students' poor performance in Physics remains a significant concern. This study investigates the impact of unqualified Physics teachers on students' academic performance in Boma Cluster, Nkhotakota District, Malawi. Employing a mixed-methods approach, combining quantitative and qualitative research designs, this study sampled 30 participants from three schools. Data collection methods included questionnaires, focus group discussions, and analysis of scholastic records. Results reveal a strong correlation between Physics teacher qualifications and student performance. Schools with qualified Physics teachers achieved a pass rate of over 90% in national exams, while those with unqualified teachers recorded a pass rate below 75%. The study concludes that qualified Physics teachers possess distinct advantages, including diverse teaching methodologies, student motivation, resource utilization, and effective classroom management. Recommendations include government initiatives to recruit qualified teachers, retrain unqualified ones, and provide ongoing professional development for knowledge updates.

Keywords : Qualified Physics Teacher, Certification, National Examinations, Pedagogy, Academic Performance.

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