Abstract
This study investigates the impact of unqualified teachers on English language education in secondary schools in Idah Local Government Area, Kogi State, Nigeria. The research aimed to identify the principal causes of this prevalence, examine its consequences on student learning outcomes, and analyse the perception gap between teachers and students. A descriptive survey design was employed, with data collected via questionnaires from a purposive sample of 120 respondents across six schools. With a 93% response rate (112 questionnaires analysed), findings were interpreted using the theoretical perspectives of Bandura's Social Cognitive Theory and Vygotsky's Sociocultural Theory. Results indicate that key causes of unqualified teaching include inadequate remuneration (94.1% of teachers agreed), a shortage of qualified personnel (87.2% of students agreed), and a lack of professional development (85.3% of teachers agreed). Consequently, students experience poor academic performance (83.3% of students agreed), hindered comprehension (91%), and an inability to speak English fluently (87.2%). A critical finding is the significant perception gap: students reported the consequences on their speaking skills more acutely (e.g., 92.3% cited ineffective speaking), while teachers were more focused on systemic causes like low pay. The study concludes that the prevalence of unqualified teachers critically undermines English language acquisition by failing to provide competent models and scaffolding, a failure experienced differently by each stakeholder group. Recommendations include implementing competitive salary structures, enhancing teacher training and mentorship programmes, and enforcing rigorous hiring audits tailored to the Idah LGA context.
Keywords: unqualified teachers, English language education, educational reform, Nigeria, Social Cognitive Theory, Sociocultural Theory
DOI: 10.36349/alqajolls.2025.v01i01.004
author/Egu, Francis Attah & Egu, Enyo-Ojo Praise
journal/AL-QALAM JLLS 1(1) | December 2025
