The study has examined the influence of teacher scholarship on students’ performance. This study has also examined the relationship between Teachers’ scholarship such as scholarship, qualification, attitude, experience and self- efficacy on students’ academic achievement in Islamic Studies of Senior Secondary School in Kwara state. This was found to be paramount because Islamic studies education needs more attention than any subject owing to its enormous contributions to the moral development of youth and old people in the societies and country in general. The scholarship, attitude and qualification of Islamic Studies teachers play a vital role in any learning process. The implementation of any curriculum depends on societal needs and availability of teaching personnel and their willingness to impact the desired knowledge to learners. The study was set to investigate the relationship between scholars and students’ performance in Islamic studies in Senior Secondary schools of Kwara state. The respondents of the study comprise of 338 secondary school principals, teachers, supervisors and school administrators. Questionnaire was used as the instrument for data collection. The data collected were analyzed using Simple frequencies mean and standard deviation was used for the research questions and f-test (ANOVA), and (PPMR) correlation coefficient was used to test the hypotheses. Analysis of Variance (ANOVA) and Correlation coefficient was used to retain or reject the null hypotheses. The study used survey research design and applied the method of James sampling in which every two thousand six hundred and fifty (2650) and above, one should take three hundred and thirty as sample size of the research. The result revealed that teacher scholarships had significant correlation with students’ academic performance in Islamic Studies. Although one hypothesis was retained which accept that experience as no any impact on students’ academic achievement. The study recommended that it is high time for Islamic studies teachers to further their education and to have positive changes in their attitude towards the teaching of the subject so that the achievement of Islamic studies goals will not be hindered. Furthermore, the stakeholders of Secondary School education are called upon to ensure that only teachers who are qualified and have scholarship to teach the subject are employed. Attention of curriculum reviewers has also been drawn to the fact that they should design the Islamic Studies curriculum so that it will dance to the tune of the present of society.

1.1 Background to the Study
Teachers are central to any meaningful development of school, and majority of education policy discussions focus directly on the role the teachers. There is prima facie case for the concentration on teachers, because they are the largest single budgetary element in the schools. Moreover, parents, teachers, and administrator emphasize the fundamental role that teachers play in the determination of school quality. We will not have better schools without better teachers, but we will not have better teachers without better schools in which teachers can learn, practice, and develop. Teacher is the most indispensable factor in the effective administration of schools and any activity.

Teacher in a professional usage is a person trained, recognized and employed to help learning in and outside classroom situation in order to achieve predetermined goal(s). Teacher since the evolution of human society remains the single most important element that determines the future of the society he belongs to. Teacher serves as the engine that moves the society out of illiteracy, crime, poverty, disease, backwardness and stagnation. Teachers, the world over are known to be the major instrument for character moulding, intellectual development and nation building. They are also seen as facilitators of human development. Their incompetence hinders development, teacher‟s work does not stop within the four walls of the class room; teaching and learning begins the day one is born to the day he dies.

Adeniyi (2002), says the term teacher is often used to refer to anybody who imparts information or knowledge or merely instructs anothers. Teacher is a person who imparts knowledge, wisdom and information on a pupil, which brings permanent change in behaviours. Therefore, the people responsible for delivering knowledge, who will realize the stated goals and objectives must possess some qualities that will enable them, achieve the stated aims, not just to an individual but to the society at large.

A teacher plays a central role in the education of students. As such, to facilitate learning, teachers have to display some sense of responsibility and must possess some qualities of leadership that are essential for motivating students. This calls for teachers to create a friendly environment that is free of coercion in the institution. They must teach through cooperation, facilitation, love and caring attitude and not by dictatorship, domination and unnecessary punishment. They must try to raise students‟ self-esteem. A good teacher creates trust, confidence, scholarship, enthusiasm and hope; and not by instilling fear, frustration and disappointment. A good teacher is someone who is always willing to learn something new so that he can expand his knowledge in order to teach effectively and also assist on his students to learn for a better future achievement.

Hallack (1990), cited in Adeniyi (2002), says that the quality of the education system depends on teachers‟ quality. This view is in line with the National Policy on Education (NPE) (2004) page 9 which says that no education system can rise above the quality of its teachers; Manson (1981) also cited in Adeniyi (2002), supported the attribution of the success of an educational system to the teacher. He argues that teachers‟ quality is an important input required for high output. Ferguson (1999), is of the view that the quality of teachers in our schools has for decades been a source of concern to all well-meaning Nigerians. There are speculations that has resulted in the fall in the performance of students, especially at the secondary school level. This can be attributed to a number of factors among which are teacher qualifications; indeed teacher qualifications and their competency have a significant impact on students‟ academic achievement.

The teacher is always regarded as a model when he teaches correctly, the students would be good, but this would not be so until the teacher has a very good and sound knowledge of his subject-matter. For an Islamic Studies teacher to be good, he is expected to have the knowledge of the Qur‟an, Hadith and Arabic language, this is because the language of Islamic knowledge is Arabic. The Qur‟an and Hadith are written in Arabic language. Translation cannot adequately substitute the original version Language, there can hardly be a perfect translation and no two languages are the same. Furthermore, Arabic has a number of words that do not have equivalence in many languages. The language was at infancy during Prophet Adam, it reached the age of adolescence during the life time of Prophet Muhammad. (Ahmed 2007). Islam as a divine religion is perfect, universal and comprehensive. It is a religion that suits all times and it was revealed in Arabic.

One of the main components of a well-designed educational curriculum is assessment of students‟ performance on the set objectives as well as analysing the variables factors that affects students‟ performance. Teacher qualification is one of the most significant variables that affect students‟ performance in Islamic studies. Poor performance; of students comes as a partly as a result of lack of competent and experienced teachers, this indicate that there is the need for investigation to find out what cause the incompetence, inexperience and the lack of qualified teachers.

Other relevant variables that affect students‟ performance are scholarship, attitude of teachers and lack of scholarship of the teachers in Islamic studies. These cause poor performance of students as a result of the inferiority complex that the teachers of Islamic studies show in their schools, because they regard their subject as the least among other subjects. Positive attitude, scholarship, dedications are among the qualities of a competent teacher.

However, another teacher‟s variable is attitude. Attitude is concerned with an individual‟s way of thinking, acting and behaving. Attitudes are formed as a result of some kind of learning experiences. They could be learnt simply by following the examples or opinion of parents, teachers or friend. Bandura (1971) demonstrates that, behaviour is acquired by watching another (model, teacher, parent, mentor, and friend.) that performs the behaviours. When the attitude of a teacher is good, it plays a vital role in the teaching and learning situation, the learner draws from his teachers‟ manner and disposition to form his own attitude, which may likely affect his learning outcomes. The behaviour of the teacher is a model; as soon as he acts in way the learner observes and tries to imitate it. Teachers are habitually, role models whose behaviours are easily copied by students. What a teacher likes or dislikes, or appreciates could have a significant effect on his students‟ learning. Unfortunately, many teachers hardly ever realize the effect of their behaviour negatively or positively on learning.

In essence, teachers‟ attitudes directly affect students‟ attitudes, teachers‟ attitudes are in turn, influenced by their cultures and believers. Teachers‟ attitudes towards their students in school must be good enough to carry students along.

Although the performance of students to a large extent depends on the teachers‟ ability to impart knowledge, this also has bearing with some variables such as self-efficacy, scholarship, attitudes, qualification and the experience expected from the teachers. The attitude of teachers towards teaching exhibit their qualifications and scholarship. An unhealthy attitude developed by students towards studying Islamic Studies is connected to the teachers‟ attitude towards teaching the subject. An learned and enthusiastic teacher transmits knowledge and understanding of subject matter to the students.

Thus the study focuses on the impact of teachers interactive variables on the performance of students in Islamic Studies in secondary schools in Kwara State.

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