Teacher Effectiveness and Learners' Academic Achievements in Biology O-Level Secondary Schools of Rwampara District
Abstract
The main purpose of this study was to examine the impact of teacher effectiveness on learners’ academic achievements in Biology in O-Level secondary schools within Rwampara District, Uganda. The study employed a descriptive survey research design and used a sample of 297 respondents determined using the Krejcie and Morgan table 1970. The findings revealed that there is a strong and statistically significant positive correlation (r = 0.66) between teacher effectiveness and learner academic achievement. Approximately 44% of the variance in student performance could be explained by teacher-related factors. This result highlighted the critical influence of teacher effectiveness on academic success, emphasising the need for support and capacity building for Biology teachers. Teacher effectiveness is a cornerstone of academic achievement in Biology. While educators demonstrate strength in core teaching competencies, systemic barriers hinder peak instructional quality. Student performance reflects both strengths and shortcomings in current teaching practices, and the positive correlation between teacher effectiveness and achievement confirms the importance of focused investment in teacher development. For Teacher Effectiveness: The Ministry of Education and school leaders should implement continuous professional development (CPD) focusing on modern, student-centred teaching strategies, access to global content, and effective classroom management. For Learner Achievement: Schools must reinforce hands-on and project-based learning, actively monitor student attendance, and ensure standardised project assessments aligned with curriculum goals. For Teacher–Student Achievement Link: Educational authorities should introduce targeted support for underperforming teachers through mentorship and coaching, while establishing recognition and reward systems to motivate high-performing educators
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