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The study investigated school and teacher effectiveness issues in Ekiti State, Nigeria. As a descriptive survey, teachers and students in senior secondary schools in Ekiti State constituted the study population. The sample comprised of 288 teachers and 1920 students, randomly selected from 32 schools that were stratifiedly selected and drawn from 16 local government areas in Ekiti State..Four different measuring instruments were used to collect data. The data collected were subjected to statistical analysis involving ANOVA, Correlations and Regression .Findings from the study showed among others that, teachers possessed adequate qualifications but their teaching was not effective. There was a significant positive relationship between teacher effectiveness and school effectiveness, and the result of multiple regression analyses indicated that independent variables like teacher's classroom management skills and qualifications made significant positive contributions to teacher effectiveness. The study recommended that government should do more to monitor implementation stages of its education policy. Serial and genuine implementation of policy is as important as its formulation. The inspectorate division of the ministry of education should take seriously the monitoring of what goes on in our classrooms, especially schools in rural areas where student as expect "miracle" passes.

Teacher –Factor Panacea to Educational Degradation in Ekiti State Pre-Tertiary Institutions