Teachers’ Professional Development and Quality Assurance in Nigerian Secondary Schools

Adeolu Joshua Ayeni

Abstract


This study examined the relationship between teachers’ instructional tasks and their qualifications and teaching experience. The descriptive survey design was used in the study. Respondents included 60 principals and 540 teachers randomly selected from 60 secondary schools. Selection of the secondary schools was based on stratified random sampling method. Data were collected using Teachers’ Instructional Task Performance Rating Scale (TITPRS), Interview Guide for Principals (IGP) and Teachers’ Focus Group Discussion Guide (TFGDG).  Data collcted were analysed using  Pearson  product  moment correlation statistics. There were significant relationships between teachers’ qualifications and instructional task performance (r = 0.681 at p < 0.05), and between teachers’ teaching experience and instructional task performance (r = 0.742 at p <0.05). The study concluded that teachers’ instructional task performance can be enhanced with a good qualification and experience in teaching, while the challenges that teachers face in the tasks of instructional inputs and curriculum delivery require effective capacity development during service, so as to improve the quality of teaching in secondary schools and the overall quality of the education system.

Full Text: PDF DOI: 10.5430/wje.v1n2p143

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This work is licensed under a Creative Commons Attribution 3.0 License.

 

World Journal of Education
ISSN 1925-0746(Print)   ISSN 1925-0754(Online)

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