Relationship Between Teachers’ Pedagogical Competence, School Factors, and Pupils’ Academic Performance in Selected Senior Secondary Schools in Sierra Leone

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This study examined the relationship between teachers’ pedagogical competence, school quality factors, and pupils’ learning outcomes in selected senior secondary schools in Sierra Leone. A quantitative design was employed to provide quantitative evidence. The study was conducted in six single-sex secondary schools in the Western Area Urban District and Bo District. A total of 655 pupils, 24 Basic Science teachers, and six school leaders participated. Quantitative data were collected using a validated 40-item Pedagogical Competence Questionnaire (PCQ). Data were analysed using descriptive statistics, Pearson Product Moment Correlation, one-way ANOVA, stepwise multiple regression, chi-square tests of independence, and thematic analysis at a 5% significance level. The findings revealed that teachers’ pedagogical competence was generally high (Mean = 3.52, SD = 0.58), with 91.1% of pupils rating their teachers highly. A statistically significant positive relationship existed between teachers’ pedagogical competence and pupils’ learning outcomes (r = 0.1185, p = 0.0051). Stepwise multiple regression identified lesson preparation (β = 0.175, p < 0.001), explanation frequency (β = 0.168, p = 0.001), and feedback provision (β = 0.113, p = 0.013) as the strongest independent predictors of pupils’ academic performance. Furthermore, school quality factors significantly influenced learning outcomes, as evidenced by chi-square statistics for General Performance (χ 2 = 363.299, df = 3, p < 0.001), Mathematics (χ 2 = 374.647, df = 4, p < 0.001), Chemistry (χ 2 = 341.366, df = 4, p < 0.001), Physics (χ 2 = 266.982, df = 4, p < 0.001), and Biology (χ 2 = 464.071, df = 4, p < 0.001). The study concludes that although the relationship between pedagogical competence and learning outcomes is modest, it is statistically significant and educationally meaningful. Effective lesson preparation, clear instructional delivery, regular formative feedback, and supportive school environments are critical determinants of improved learning outcomes. The study recommends strengthening continuous professional development programmes, institutionalising regular instructional supervision and feedback mechanisms, improving the availability of teaching and learning resources, and promoting evidence-based school leadership practices to enhance academic performance in Sierra Leonean secondary schools.