• Daniel Byiringiro
• Letanzio Mugo
• Hesbon Opiyo Andala

This research evaluated the influence of English teachers’ qualifications on students’ performance in English in secondary schools in Rwanda, in the Nyagatare district. Specifically, this research determined the teachers' academic qualifications that influence the students' academic performance in English in secondary schools, analyzed the students' performance in English in secondary schools, and investigated the extent to which teachers’ academic qualifications influence the performance of students in English in secondary schools in Nyagatare District. In order to have a comprehensive view of the subject, teachers’ qualifications affect students’ performance in English. This study is useful to all stakeholders in the education sector, such as public institutions, decision-makers, district authorities, head teachers, teachers, learners, and scholars. The researcher applied a descriptive correlational study, targeting 150 students, 115 English teachers, 100 heads of English teachers, and 20 headteachers. This study selected respondents and key informants both purposefully and randomly. A study sample of 197 respondents was obtained by using Yamane’s formula. Information was analyzed using the statistical package for social sciences, version 26.0, to generate descriptive statistics in terms of frequency, percentage, mean, and standard deviation. Inferential statistics were produced in terms of correlation and regression coefficients to determine the size of the effect between variables. Teacher’s academic qualifications the Results indicated that the students use English both in and out of class; 30.2% strongly agreed, and 15.8% agreed. Results showed that the national examination result can show academic performance in English, where 56.6% of respondents strongly agreed and 23.7% agreed. The results evidenced that student use of grammar shows academic performance (45.4% strongly agreed and 23.7% agreed), and the student's comprehension of the meaning in English shows academic performance. Results showed that 45.4% strongly agreed and 23.7% agreed, according to the above result. This shows that the above factors indicate the academic performance of English in Nyagatare district. Results on the correlation between teachers' academic qualifications and students’ performance in English in secondary schools indicated that most measures were positively associated with each other. Since the degree of significance was less than 0.05, it was proposed that the Ministry of Education should provide enough funds to improve teachers English qualifications deemed to enhance the level of English proficiency and undertake trainings, seminars, and capacity development programs to encourage knowledge and improve English qualifications, which affect the level of understanding of English. Head teachers shall monitor teachers to ensure they have all qualifications required in English. Teachers should try to provide direct support. Further studies should be done on the effectiveness and suitability of the English proficiency tests used in teaching history. There is a need to carry out research on the effectiveness of teacher English qualifications to enhance students’ learning outcomes in English lessons.

Keywords: English language, Academic performance, qualified teacher, A qualification

"The effect of English Teacher Qualification on Student Performance in English Language in Secondary Schools in Rwanda: a case of Nyagatare District", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 11, page no.f281-f291, November-2023, Available :http://www.jetir.org/papers/JETIR2311531.pdf

"The effect of English Teacher Qualification on Student Performance in English Language in Secondary Schools in Rwanda: a case of Nyagatare District", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 11, page no. ppf281-f291, November-2023, Available at : http://www.jetir.org/papers/JETIR2311531.pdf