This study explores how teacher-related factors contribute to declining academic performance among lower secondary students in Bamako, Mali. It also draws lessons from China’s teacher education and CPD programs to suggest relevant reforms. The research aims to: how teacher content knowledge, teaching strategies, and access to in-service training affect student achievement. Using a mixed-methods approach, data from 100 teachers, 200 students, and 4 administrators across four schools revealed a strong link between teacher qualifications and student success. Teachers with formal training and interactive methods improved outcomes, while traditional lectures and limited CPD hindered progress. A comparison with China’s system highlighted gaps in Mali’s teacher training, mentorship, and CPD access. To enhance education, Mali should adopt standardized pedagogical training, structured CPD, and active learning techniques, inspired by China’s model, to improve teacher quality and student performance.
Academic Performance Decline, China’s Teacher Education, Lower Secondary Education, Pedagogical Training, Teacher-Related Factors
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