Exploring the Mediation Effect of Instructional Practice on Teachers' Competencies and Students' Academic Achievement in Ethiopian Secondary Schools

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Abstract

The intent of this study was to investigate the effects of teachers’ competencies on students' academic achievement in Hawassa City's government secondary schools. The researchers used a descriptive survey design within a quantitative framework. The entire sample includes 415 teachers from different fields such as mathematics, English, and sciences, with 196 randomly chosen to participate. A 5-point Likert scale was used to score responses to a closed-ended questionnaire. The data were analyzed using both descriptive and inferential statistics. Descriptive and inferential analyses (ANOVA, multiple regression) revealed that teachers’ competencies significantly predicted academic achievement (β = 0.344, p < 0.001), with instructional practice acting as a partial mediator (ΔR² = 0.032, p = 0.007). The Sobel calculator also used to test the indirect effects of teachers’ competences on students’ academic achievement. Its’ result showed instructional practice contributed to 21.8% of the total effect (Sobel test, z = 2.42, p = 0.015). The result showed that instructional methods play a substantial role in determining student results. The findings underscore the need for targeted professional development to enhance teachers’ competencies and instructional strategies, thereby improving student outcomes.

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