The socioeconomic, political, and cultural growth of Nigerian society are all influenced by English.

The continuous decline in students' English language proficiency in external tests is cause for alarm not just among instructors, but also among all stakeholders in the education industry. This is especially concerning when one considers that English serves as both a medium of teaching and a lingua franca in Nigerian schools. As a result, English's key role cannot be wished away.

However, the failure pattern has revealed that the rate of failure appears to be larger in some institutions than in others. A variety of issues have been connected to the courses, but the issue of teacher certification is the most important. This is critical because, in the business of teaching and learning, instructors can only offer what they have; you can't give what you don't have.Read more:Research works for students

The qualifications of teachers participating in teaching and learning have a significant impact on student performance, and the goal of this study is to discover these effects.
Chomsky (1972) claims that "you can't truly teach a language; you can only offer the conditions under which it would emerge spontaneously in the mind in its own ways."

Language is something that is absorbed in an individual's head. In a setting where English is a second language, the topic of who should teach English successfully requires special attention.The hunt for a worthwhile solution is at the heart of this project's theme.“The impact of English instructors' qualifications on secondary school students' success in external examinations, in chosen secondary schools, a case study of the selected schools”

It is thought that only individuals with formal English teaching training should instruct in the language.The English instructor should have a high level of competency and fluency in all of the language abilities. However, it is not inadequate, particularly in written and conversational English. The English instructor should be well-versed in both contemporary usage and theoretical elements of the language.
In today's Nigeria, the majority of secondary school pupils, and even university students, lack the capacity to communicate effectively in English, both orally and in writing.

Most secondary school and university students, according to Adekunle (1969), "have the most trouble putting their views on paper in grammatical English." This situation has remained unchanged throughout time. This is still the most significant issue that English students confront today. As a result, it's critical to determine whether the English instructors' qualifications have an impact on students' written and spoken English performance.