Abstract

This study examined teachers’ quality as a measure for the management of students’ wastage rate in Physics in public secondary schools in Uyo Local Government Area of Akwa Ibom State. The study was guided by two objectives, which were to examine the difference in Physics teachers’ quality in Uyo Local Government Area and to determine the effect of teachers’ quality, particularly teachers’ qualification and professionalism, on students’ wastage rate in Physics. Two research questions were formulated in line with the objectives. The study adopted a correlational research design. The population comprised 36 Physics teachers in the 14 public secondary schools in Uyo Local Government Area, while the SS2 students’ enrolment and progression records were used in determining students’ wastage. The instruments used for data collection were the Teachers’ Quality Scale (TQS) and Students’ Wastage Rate Checklist (SWRC). The instruments were validated by experts and administered during school hours using the instant retrieval approach. Data were analysed using mean scores and comparisons of students’ wastage rates across categories of teacher quality. The findings showed that 26 (72.2%) of the 36 Physics teachers possessed HND/first-degree qualifications, 8 possessed Master's degrees and 2 possessed PhD qualifications. The study further revealed substantial differences in students’ wastage rates based on teachers’ educational qualifications. Schools with only HND/first-degree teachers recorded a wastage rate of 37.2%, schools with a maximum of Master's degree holders recorded 30.4%, while schools with PhD holders recorded 6.6%. In contrast, teachers’ professionalism did not show a corresponding effect on students’ wastage rate. The study therefore concluded that teachers’ educational qualification is an important consideration in managing students’ wastage in Physics, whereas professionalism alone may not adequately explain variations in wastage. The study recommended, among other measures, that government and educational authorities should encourage higher academic qualifications among Physics teachers, strengthen continuous professional development, improve instructional supervision, provide adequate Physics laboratory facilities and instructional materials, and establish early-warning mechanisms for identifying students at risk of absenteeism, repetition, withdrawal and dropout. It was also recommended that teacher quality should be assessed using multiple indicators rather than professional certification alone