DefinePK

Abstract

 
The single most influential factor responsible for effective science teaching are teachers because they are in direct contact with students and are accountable for the effective delivery of educational contents to students on daily basis. The purpose of this study was to examine the relationship between chemistry teachers’ effectiveness and students’ academic achievement in chemistry. The correlational research design and quantitative survey method was used to address the research questions. Three thousand four hundred and sixty 10th graders from 41 public secondary schools (boys and girls) of District Lahore were selected as a sample size of the study using proportionate stratified random sampling technique. The study adopted a valid and reliable research instruments to collect data about teacher effectiveness; School Teacher Effectiveness Questionnaire (STEQ) with overall reliability coefficients as ?=.88. The students’ achievement in Chemistry was obtained from the results of the Board of Intermediate and Secondary Education (BISE) Lahore (2024). The collected data were analyzed using descriptive (Mean and Standard Deviation) and inferential statistics (Pearson r and Regression). The results revealed a strong positive correlation between teacher effectiveness and students’ academic achievement in Chemistry (r=.846). The findings also reported that 71.5% variance in chemistry achievement was observed by their perceived teacher effectiveness. It was concluded that various factors of teacher effectiveness – their subject expertise, instructions, assessment skills, communication skills, and classroom management skills – all play a significant role in fostering their students’ academic success in science education. It was recommended that school administrators should organize professional development programs and evaluation systems for their teachers to keep them engage with contemporary teaching competencies and to improve their existing professional skills.