Teachers’ behavior, level of qualification, and years of experience play
an important role in achieving students’ academic success. The present study
explored the effects of Business Teachers’ Physiognomies (teachers’
personality, qualification, and working experience) on Senior High School
Business students’ academic performance in the Kumasi Metropolis. The
descriptive research design was employed in the study. Seven hundred and fifty
(750) cost accounting, business management, and financial accounting high
school students in the ten selected senior high schools in Kumasi Metropolis
were involved in the study through a random sample technique. A standardized
questionnaire was used in collecting data for the research. Moreover, three
successive terms of the academic results of students were gathered to use for
the study. The scores of students were analyzed using cross-tabulation for all
three courses. Multiple linear regression was adopted to regress teachers’
personality, qualifications, and working experience on students’ academic
performance. The study found that cost accounting, business management, and
financial accounting teachers’ personality, working experience, and
qualification level have a significant positive effect on students’
performance. It was recommended that schools’ leaders ensure teachers are
inspired to maintain their good work in enhancing business students’ academic
performance.
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