Factors influencing teachers’ effectiveness in teaching primary science in public primary schools

Abstract

Effective teaching of primary science in public schools remains a persistent challenge in many regions. Despite its foundational role in developing pupils’ scientific literacy and problem-solving skills, primary science instruction often falls short due to a combination of teacher-, resource-, and school-related factors. The study used a descriptive survey to capture existing conditions in teaching primary science in Awka South, Anambra State. A sample of 100 teachers was selected through purposive random sampling, and data were collected using a structured questionnaire. Experts validated the instrument, and test–retest reliability produced a coefficient of 0.88. Data were analyzed with weighted means and standard deviations, using 2.50 as the decision benchmark for interpreting responses. Teachers’ academic qualifications were found to significantly enhance effectiveness in teaching primary science, particularly in explaining concepts and developing relevant curricula, with most items scoring above the 2.50 benchmark. However, qualifications were not seen as strongly improving teacher credibility. Teaching resources such as maps and videos improved lesson clarity and engagement, though respondents disagreed that they support diverse learning styles. Administrative support was viewed as essential for accessing updated materials, although time allocation was rated low. Socio-economic factors affected teachers’ engagement and access to resources, while overall school climate positively influenced morale, despite mixed perceptions of its broader classroom impact. This research provides insights into how to strengthen primary science instruction and improve pupils’ learning experiences