EFFECT OF TEACHERS' QUALIFICATIONS IN TEACHING SECONDARY SCHOOL PHYSICS: A CASE STUDY OF SOME SELECTED SCHOOLS IN EGBA-ODEDA LOCAL GOVERNMENT AREA OF OGUN STATE.

The findings consistently highlight the importance of teachers' subject-specific knowledge and pedagogical content knowledge (PCK) in physics. Teachers with strong content knowledge are better equipped to explain complex concepts and address student misconceptions, while those with effective PCK can integrate subject matter expertise with appropriate instructional strategies. Teacher certification in physics or science education is associated with improved student outcomes, as it ensures that teachers have met specific competency standards in teaching the subject. Engaging in ongoing professional development activities focused on physics education enhances teachers' qualifications and instructional practices. Teachers who employ active learning strategies and create engaging learning environments tend to foster higher levels of student interest, engagement, and achievement in physics. Moreover, teachers' qualifications, including cultural competence and understanding of equity issues, contribute to creating inclusive learning environments that promote equitable opportunities and success for all students. These findings emphasize the importance of investing in teachers' qualifications through professional development, subject-specific training, and certification programs to enhance the quality of physics education in secondary schools. This study investigated the influence of Physics teachers’ qualification and experience on students’ academic performance in senior secondary school physics in selected secondary schools in Odeda Local Government Area of Ogun State. As a descriptive survey research, the instrument used was questionnaire designed by the researcher. In this study, the number of respondents we're 120 and it was limited to 8 secondary schools in Odeda Local Government Area of Ogun State. Four (4) hypotheses were formulated and tested at 0.05 level of significance. The data collected were analyzed using simple percentage method. It was also showed that students perform better in Physics when taught by a professionally qualified teacher. However, the experience of the teacher is significant at impacting the student’s academic performance in Physics. Based on the findings, it was recommended that experienced teachers with professional qualifications in higher level should teach Physics at the certificate class.