The paper examined the qualification, teaching experience and attitude as attributes of integrated science teachers that influence performance of pupils in integrated science at the junior secondary schools in Sierra Leone. A descriptive research type of a survey design was adopted for the study. The population of the study comprised of all the junior secondary schools that are purely boys, purely girls and mixed sex schools, integrated science teachers and integrated science heads of department. A sample size of 100 JSS was selected using stratified random sampling technique.The participants included 100 HODs, 200 integrated science teachers and 1,000 pupils making a total of 1, 300 that were selected using purposive sampling technique. Questionnaire was the main research instrument employed for the study. Data collected were analysed using frequency count and percentages through Statistical Package of Social Sciences software. The results obtained were displayed on tables and bar charts. The findings of the study revealed that majority of the teachers are trained with Higher Teachers Certificate (Secondary), Higher Teachers Certificate (Primary) and University graduates who are specialized in specific basic sciences such as physics, chemistry, biology and agriculture. The also revealed that teachers have adequate knowledge and experience in the teaching profession. It was further observed from the findings of the study that integrated science teachers’ attitude has a lot of influence in the academic performance of pupils at BECE. Based on the findings, the study recommended that teachers should be encouraged and motivated to acquire higher qualification by government and that the Ministry of Education should organize in-service training for all integrated science teachers. Finally, the study recommended integrated science teachers should develop positive attitude towards teaching integrated science.

Keywords : Qualification, Experience, Attitude, Integrated Science, Performance.