The Relationship Between Teacher Qualification, Years of Teaching, In-service Training, and Student Achievement on the Common Entrance Examination in Barbados

This study investigated the relationship between teacher qualification, years of teachings experience, in-service training, and student achievement on the Common Entrance Examination in Barbados. The 128 subjects in the study were teacher who taught the Class Four Group in 71 Primary Schools across Barbados. Of these, 84 were females and 42 were males. The subjects’ average age was 18 years. Subjects signed letters of consent before participating in the study. Data were collected through use of the “Teacher Quality Assessment Questionnaire” (TQAQ) designed by this researcher. There was a 99 percent response to all the items on the questionnaire. Three null hypotheses were tested at the . 05 alpha level of significance. Results of the study show a significant positive linear relationship between Teacher qualification and Student achievement as measured by the Common Entrance Examination in Barbados. Teacher who possessed the Erdistion Teacher’s Certificate with the Bachelor degree were found to significantly influenced their students’ academic achievement on the CEE. This finding is supported by previous research. No Statistically significant relationships were found between the teacher’s years of teaching, in-service training and student achievement on the Common Entrance examination. One reason for the lack of significance for the in-service variable with student achievement was that over 50 percent of the subjects in the study indicated that they did not have any in-service training for the periods which this study examined. Several subjects only had in-service training for only one day.