The Effect of Teacher’s Socio-Economic Status on Chemistry Students’ Academic Performance in Secondary Schools in Ethiope-East Local Government Area, Delta State

ABSTRACT This study examined the effect of teachers’ socio-economic status on Chemistry students’ academic performance in secondary schools in Ethiope-East Local Government Area, Delta State. The purpose was to determine how teachers’ income level, educational qualification, and general social standing influence students’ achievement in Chemistry. A descriptive survey research design was adopted for the study. The population comprised all Chemistry teachers and students in the area, from which a sample of 20 teachers and 100 students was selected using the simple random sampling technique. A structured questionnaire was used for data collection. Data obtained were analyzed using mean, percentage, and Pearson Product Moment Correlation (PPMC). Findings revealed that teachers’ socio-economic status significantly affects students’ academic performance. A positive relationship was found between teachers’ income level and students’ performance, and between teachers’ educational qualification and students’ academic achievement. The study concluded that teachers’ socio-economic status plays a vital role in enhancing students’ learning outcomes in Chemistry. It therefore recommended that government and school authorities should improve teachers’ welfare, provide incentives, and support professional development programs to enhance effective teaching and better student performance.