Authors : Prince Charles Brainard

Volume/Issue : Volume 10 - 2025, Issue 7 - July

Google Scholar : https://tinyurl.com/2tpzwh3w

DOI : https://doi.org/10.38124/ijisrt/25jul111

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Abstract : This study examines the relationship between teacher effectiveness and pupil learning achievement in junior secondary schools in Sierra Leone, with a focus on core subjects such as Language Arts and Mathematics. Despite significant investments in education, pupil performance in national examinations, particularly the Basic Education Certificate Examination (BECE), remains suboptimal. Teacher effectiveness, encompassing qualifications, subject matter competence, pedagogical skills, classroom management, teaching experience, and assessment practices, is identified as a critical determinant of academic outcomes. The research adopts a mixed-methods approach, combining quantitative and qualitative data from teachers and pupils across four regions in Sierra Leone: Port Loko City, Makeni City, Bo City, and the Western Rural Area. Data were collected through questionnaires, standardised test results, and teacher assessments, analysed using descriptive and inferential statistics, as well as thematic analysis. Key findings reveal that teacher effectiveness has a significant influence on pupil learning achievement. The study highlights the importance of policy interventions, including ongoing professional development for teachers, more effective resource allocation, and the integration of pupil-centred instructional strategies. Key recommendations include the implementation of regular in- service training programmes, improved teacher recruitment and retention strategies, and strengthened policy oversight to ensure adherence to professional teaching standards. The study contributes to educational policy and practice in Sierra Leone by providing empirical evidence on the critical nexus between teacher quality and pupil academic success.

Keywords : Teacher Effectiveness; Instructional Practice; Learning Achievement.

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