Journal of Education, Society and Behavioural Science

The study investigated the influence of teacher capacity building on students’ academic performance among public junior secondary school in Kwara State. The study adopted descriptive survey research design to find out the existing relationship among the variables and drew inferences on the data collected. The population for the study consists of (57) fifty seven Public Junior Secondary Schools. Simple random sampling technique was used to select 28 JSS and purposive technique to select 28 and 448 teachers. The instruments used were Teachers’ Capacity Building Questionnaire (TCBQ) and (JSRP) JSCE result profoma. The instrument was attested to face and content validity. A reliability co-efficient of 0.75 was obtained. Five research hypotheses were postulated and tested at 0.05 level of significance. The study revealed that there is a significant relationship between teacher capacity building and students’ academic performance and a significant relationship was found between teachers’ classroom management, teaching methodology, personality and students’ academic performance. Significant relationship was equally revealed between teachers’ discipline and students’ academic performance. Some of the recommendations made were that teachers should be periodically evaluated by the principals in order to know where there is need to re-train their teachers. Also, teachers need to partake in various training in other to improve their skill on classroom management, teaching methodology, personality and staff discipline which will thereby enhance better students’ academic performance.