Influence of Teacher Competence on Pupils’ Academic Achievement in Primary Schools

Abstract

This study examined the impact of teachers’ proficiency on pupils’ academic performance in public primary schools in Gulu City. Using a mixed-methods approach with 210 participants (pupils, teachers, head teachers, and academic heads), data were collected through questionnaires and interviews. Findings indicated that pupils’ performance was moderately better in formative assessments than in summative exams. Teacher proficiency in subject knowledge, classroom management, and social/moral conduct showed strong, significant positive correlations with pupils’ performance. Qualitative results highlighted challenges such as large class sizes, limited resources, inconsistent teaching methods, and low parental involvement. Environmental factors had mixed effects: resources and class location correlated moderately with learning, but overcrowding and inadequate materials negatively affected performance. The study concluded that teacher proficiency significantly influences academic outcomes, and recommended professional development, reduced class sizes, improved resources, and enhanced parental/community involvement to boost pupil achievement in Gulu City’s public primary schools