ABSTRACT
This study focused on the assessment of Implementation of Teachers’ Registration Council of Nigeria mandates on professionalization of teaching in South East, Nigeria. Seven research questions and seven hypotheses were raised to guide the study. The design of the study was descriptive survey research design; the area of the study was South East, Nigeria. The accessible population of the study was made up of 5,498 public secondary school teachers and 28 staff of the TRCN in Abia, Enugu and Imo States in South East Nigeria. Multi stage sampling technique was used to arrive at a sample size of 1640 teachers and 28 TRCN staff which represented 30% of teachers population and 100% of TRCN staff population. The instrument for data collection was a structured questionnaire titled Assessment of Implementation of Teachers’ Registration Council of Nigeria Mandates on Professionalization of Teaching Questionnaire (AITRCNMPTQ). The instrument was validated by two experts from Educational Management and one expert from Measurement and Evaluation all from Michael Okpara University of Agriculture, Umudike. For stability of the instrument Pearson Product Moment Correlation was used to establish the reliability of the instrument and it had a correlation coefficient of 0.73 and Cronbach Alpha coefficient was used to measure the internal consistency of the items which yielded a reliability index value of 0.81.The method of data analysis was the use of mean and standard deviation to answer the research questions and t- test statistic was used to test the null hypotheses 1-6 while Analysis of Variance (ANOVA) was used to test the 7th hypothesis. The findings of the study revealed that TRCN mandate on registration is implemented to a great extent, licensing mandate is implemented to a low extent, mandatory continuing professional development (MCPD) is implemented to a low extent. Finally, the study revealed that there is a low extent of implementation of TRCN policy mandate on professionalization of teaching amongst states in South East. Based on the findings, it was recommended among others that TRCN should adhere to using the requisite criteria like mandatory qualifying examination, interview and so on before registration of teachers for improving the quality and commitment of teachers to the teaching profession. It was equally recommended that licensing of teachers should be carried out by TRCN on regular basis for prove of quality and professionalization standard of teachers in the teaching profession. In addition, there should be periodic training and conference exercises for teachers on best practices and need for mandatory continuous self professional development in order to compete favourably with other teachers from developed nations of the world, hence scholars all over are of the opinion that no nation can rise above the quality of her teachers, which South East is not an exception.
TABLE
OF CONTENTS
Cover Page
Title i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables viii
Abstract ix
CHAPTER 1:
INTRODUCTION
1.1 Background
to the Study 1
1.2 Statement
of the Problem 11
1.3 Purpose
of the Study 13
1.4 Research
Questions 14
1.5 Hypotheses 15
1.6 Significance of the Study 17
1.7 Scope
of the Study 20
CHAPTER 2:
REVIEW OF RELATED LITERATURE 21
2.1 Conceptual
Frame Work 21
2.1.1
Teaching and teacher 21
2.1.2 Policy
and educational policy 24
2.1.3 Policy
Implementation 27
2.1.4 Professionalization
of teaching 32
2.1.5 Teachers
Registration Council of Nigeria 45
2.1.6 Policy
mandate on registration 49
2.1.7 Policy
Mandate on licensing 52
2.1.8 Policy mandate on
mandatory continuous professional
development 56
2.1.9 Policy
mandate on internship and induction for teachers 59
2.1.10 Policy
mandate on professional ethics 63
2.1.11 Policy mandate on
initiation of practice to re-Position
the teaching profession 68
2.2 Theoretical
Framework 70
2.2.1 Actor network theory of
education policy by
Latour Bruno 70
2.2.2 System
theory by Karl Ludwing Von Bertalany 74
2.3 Empirical
Studies 76
2.4 Summary
of Related Literature 84
CHAPTER 3:
METHODOLOGY 87
3.1 Design
of the Study 87
3.2 Area of
the Study 87
3.3 Population
of the Study 88
3.4 Sample
and Sampling Techniques 89
3.5 Instrument
for Data Collection 91
3.6 Validation
of the Instrument 91
3.7 Reliability
of the Instrument 92
3.8 Method
of Data Collection 92
3.9 Method
of Data Analysis 93
CHAPTER 4: RESULTS AND
DISCUSSION 94
4.1 Results 94
4.2
Discussion of Findings 111
CHAPTER
5: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1
Summary of Findings 119
5.2 Conclusion 121
5.3 Recommendations 121
5.4 Educational Implication of the Study 123
5.5 Limitations of the Study 124
5.5 Suggestion
for Further Studies 125
References
Appendices
LIST
OF TABLES
4.1: Mean rating on the extent of
implementation
of TRCN
policy mandate on teachers’ registration
for professionalization of teaching in
public secondary schools in South Eastern
Nigeria. 94
4.2: Mean rating on the extent to which TRCN
implemented
its policy mandate on teacher licensing for
professionalization
of
teaching in public secondary school in south East Nigeria. 96
4.3: Mean rating on the extent TRCN has
implemented its policy
mandate on continuing professional development
(MCPD) on
professionalization
of teaching. 97
4.4: Mean rating on the extent of TRCN
implementation of
organization
of internship scheme for fresh education
graduates
for professionalization of teaching before
their
recruitment as teachers. 99
4.5 Mean rating on the extent TRCN has
implemented its
mandate
on enforcement of professional ethics for
professionalization
of teaching amongst teachers 101
4.6: Mean rating on the extent TRCN have
implemented its
policy
mandate on initiation of practices to re-position
the
teaching profession for professionalization
of
teaching in Nigeria 102
4.7: Mean rating on the extent TRCN has
implemented its policy
mandate
in the states in South East of Nigeria. 104
4.8: t-test analysis of the difference in the
mean rating of teachers
and TRCN staff on the extent of implementation
of teachers
registration
in public secondary schools. 106
4.9: t-test analysis of the difference in the
mean rating of teachers and
TRCN
staff on the extent of implementation of teachers licensing
in public secondary schools. 107
4.10: t-test analysis of the difference in the mean
rating of teachers and
TRCN
staff on the extent of implementation of mandatory
continuing
professional development (MCPD) in
public
secondary schools. 108
4.11: t-test analysis of the difference in the mean
rating of teachers
and
TRCN staff on the extent of implementation of internship
scheme
for fresh education graduates in public
secondary
schools. 109
4.12: t-test analysis of the difference in the mean
rating of teachers
and
TRCN staff on the extent of
implementation of teachers’
professional
ethics in public secondary schools. 110
4.13: t-test analysis of the difference in the
mean rating of teachers
and TRCN staff on the extent of implementation
of practices
to reposition the teaching profession in public
secondary
schools. 111
4.14: Analysis of variance on the mean difference
of teachers
and
TRCN staff on the extent of implementation of the
councils
policy mandates among the states of the
South
East Nigeria.
112
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education is a vital tool for socio-economic
development of any nation. Globally Education
is believed to be the most powerful instrument man has ever devised for both his
individual improvement and collective development of his nation. Little wonder
then nations and the world over accord priority attention to Education in their
developmental efforts. The Federal government of Nigeria recognises this in her
National Policy on Education declaration where she stated that “Education is an
instrument par excellence for effecting national development” (FRN, 2013). In addition, Obunadike (2015) opined that Education
is a basic and obvious process by which skills, knowledge and attitude are
acquired for improving personal competencies and seeking better opportunities
for national development. It seems
difficult to promote and sustain any meaningful development in the society
without quality Education.
In Nigeria as in several countries of the world there
is increased attention on improving the quality of Education in schools. The
global monitoring report team of UNESCO heightened this call when it reported
that many countries are far from achieving quality Education because, one third
of the world’s primary school age children are not learning the basics, let
alone further skills they need, to get decent work and live fulfilling lives
(UNESCO, 2014). Another report by The Global Partnership for Quality Education
(2014) indicated that the quality of learning among children in sub-Saharan
Africa is quite low, so there is need to provide quality teaching and learning
to make citizens of the nation compete favourably with their counterparts from
other nations in the 21st century. Nigeria precisely needs
functional and quality Education that can engineer its citizens towards
achieving complex skill for further schooling, responsible citizenship,
international competitiveness and lifelong learning (World Bank, 2013).This can
only be achieved through the teacher.
The place and role of the teacher in National
Development and Education system is very strategic and crucial because one
cannot talk about the national development without giving attention to the
central role of the teachers as real agents of development. According to Ochai
(2012), the teacher is the pivot on which the Education process rests. They are
factors required for effective implementation of any Education system. The
teacher makes it possible for teaching and learning to occur in any given
environment. In support of the above, Okeke (2004) stated that no Education
system can rise above the quality of its teachers hence the need for teacher Education.
In the same manner, USAID (2013) opined that an Education system is only as
good as its teacher, so recovery begins with quality teachers. Nigeria needs
teachers who will meet the expectation of the nation; teachers who will help
the nation raise a generation of citizens whose performance will meet the
international standards; a generation that will be prosperous, vibrant and
peaceful (Godson, 2003). It is therefore not surprising that currently, the
field of Education globally is deeply characterised by a focus on improving the
quality of teachers. As such a strong consensus have developed both inside and
outside the field regarding the need for professionalization of teaching as a
major approach to raising the quality of teaching.
Profession is any job that requires special skill or
knowledge through special training. According to Yesuf, Afolabi and Oyetayo
(2014), profession is seen as an occupation or vocation that requires special
skills, knowledge of some departments of learning and qualification too,
especially one with high social status.
While Akinduyo (2014) viewed professionalization as a process involving
the improvement in the status and practice of the occupation as the
practitioner continually upgrades the knowledge, skills and attitude required
for effective and efficient professional practice.
For the purpose of this study, professionalization of
teaching is defined as process of raising the professional status of teaching
as well as ensuring the achievement of the highest standards in the teaching
profession based upon the professional formation, knowledge, ethics, skill and
values. Suzukia (2014) opined that, it is a process in which teachers as a
professional group pursue, develop, acquire and maintain more characteristics
of a profession. This process tends to involve establishing acceptable
qualifications and standards, a professional body or association to oversee the
conduct of members of the teaching profession and some degree of demarcation of
the qualified from unqualified teachers so as to safeguard its quality and
professional autonomy. The professionalization of teaching in Nigeria therefore
became a reality through the promulgation of relevant policies on Education
that gave birth to the Teachers’ Registration Council of Nigeria (TRCN).
The Teachers’ Registration Council of Nigeria (TRCN)
was established by the Federal Government of Nigeria in 1993 and is an agency
of the Federal Ministry of Education. It
was established by Decree No 31 of 1993 now Act Cap to control and regulate the
professionalization of teaching in Nigeria (TRCN, 2010). The TRCN is the fulcrum on which hangs the
professionalization of the Nigerian teachers of any category. The major mandates of TRCN as contained in
section 1 (1) of TRCN Act 31 of 1993 charged the council with the following responsibilities:
i.
Determining who
are teachers for the purpose of the Act.
ii.
Determining what
standards of knowledge and skills are to be attained by persons seeking to
become registered as teachers under this Act and raising those standards from
time to time as circumstances may permit.
iii.
Securing in
accordance with the provisions of this Act the establishment and maintenance of
a register of teachers and the publication from time to time of the lists of
those persons.
iv.
Regulating and
controlling the teaching profession in all its aspects and ramification.
v.
Classifying from
time to time members of the teaching profession according to their level of
training and qualification.
vi.
Performing through
the council established under this Act the functions conferred on it by this
Act.
To achieve these duties/responsibilities of the
council as listed above, the following outlined programmes and activities are
implemented by TRCN (2010) as policy mandates that would facilitate the
professionalization of teaching in Nigeria:
i.
Registration and
licensing of qualified teachers as well as publication of a register of
qualified and licensed teachers in Nigeria in hard copies and made available
through the World Wide Web.
ii.
Organization of
Internship schemes and induction programmes for fresh Education graduates to
equip them with the necessary professional skills before licensing them for
full professional practice.
iii.
Conduct of
professional examinations and interviews to determine teachers that are
suitable for registration.
iv.
Establishment of
national minimum standards for and execution of Mandatory Continuing
Professional Development (MCPD) to guarantee that teachers keep abreast of
developments in the theory and practice of the profession.
v.
Organization of
annual conference of registered teachers intended to unite all teachers irrespective
of social class or the level of Education system to which they belong.
vi.
Enforcement of
professional ethics among teachers using Teachers Investigating Panel (TIP),
teachers’ tribunal and law court.
vii.
Continuously
initiating/driving public policies and practices that could reposition the
teaching profession in Nigeria as first among equal.
viii.
Publication of
registered qualified and licensed teachers in Nigeria in hard copies and made
available through the worldwide web.
Registration is the admittance of qualified persons in
a profession on an official list for quality. It provides a public assurance
that an individual teacher has the qualifications, skills and character
suitable for joining and remaining in the teaching profession. This exercise
separates the qualified teacher from the unqualified ones popularly called
amateurs (Ciwar, 2007). No wonder Babalola (2002) cried out that “A job for all
comers cannot be rightly called a profession.
Licensing which is the second stage after registration
is defined by Gilory (2014) as the legal process of permitting a person to
practice a trade or profession once he or she has met certification
standard. It is usually conducted by the
agency/board in charge of that profession and in the context of the present discourse,
the TRCN. In other words, when teachers meet the required standard, they are
registered, certified and licensed.
Supporting the above, Hobson (2010) opined that a licensed teacher is
one that has been awarded formal recognition of the ability to teach.
Internship is an opportunity to integrate career
related experiences into an undergraduate Education by participating in planned
supervision (Aguba, 2009). During
internship, the interns are integrated into classroom Education with practical
experience. The purpose is to enable fresh graduate teachers be equipped with
the necessary professional knowledge and skills before licensing them for full
professional practice. In the view of teachers’ registration Board of
Queensland (2003), internship is an extended field based and context responsive
professional learning experiences negotiated collaboratively by stakeholders in
the culminating phase of pre service teacher preparation. They maintained that
the interns are mentored and immersed in a broad range of teachers’
professional work activities. Through internship, students’ teachers feel
confident, well informed and professionally ready to take on their own class of
learners.
Professional examination and interview is an
examination for people who have attained certain level in their profession
usually set by professional body. It should be compulsorily seen as a
prerequisite to determine teachers suitable for registration as writing and
passing challenging examinations before registration will entail the quality in
the person of the teacher like some other noble professions. This clearly shows
that the existing practice of registering teachers based on presentation of
certificate alone is a grace and the council fixed April 1st2007 for
the commencement of the professional qualification examination (TRCN, 2005).
The dead line was further shifted to 2017 as the earlier date was not realised
(Olusegun, 2017).
Mandatory Continuing Professional Development (MCPD)
involves aiding teachers to build new pedagogies and practices and helping them
develop their expertise in the field.
Through MCPD, teachers improve on their knowledge of the subject
matters, get acquainted to new skills, knowledge and new roles which they will
use to increase on their competency and be abreast of time. Professional development is defined as the
process of improving staff skills and competencies needed to produce
outstanding Education results for students (Hassel, 2009). In the same vein,
Aja (2004) postulates that professional development is the key to meeting
today’s Education demands because it will help to deepen teachers content
knowledge, provides relevant current pedagogical skills and opportunities for
practice and research.
The Teachers Registration Council of Nigeria took it
as a task to continuously initiate or drive public policies and practices in
order for Nigerian teachers to compete favourably globally. This is to be done
through teacher participation in international conferences, production of an
international journal for professional teachers and training teachers on the
use of information and communication technology. It will adapt and localize
international best practices in achieving excellence (Wokocha, 2014).
Teachers are expected to maintain professional standards
of practice and conduct that are universally acceptable by complying with the
council’s requirements on ethics and quality of professional practice. To
ensure compliance the council sets up the Teachers’ Investigation Panel (TPI),
Teachers’ Disciplinary Committee (TDC) and the law court as last resort, to
handle cases of breach of professional conduct and standards. Any erring member
can be handled by any of the above mentioned bodies depending on the case at
hand. The TRCN Act 31 of 1993 section 9 gave them power to punish erring
members and quacks (TRCN 2010). The law holds the heads of Education
institutions liable for any failure to bring cases of professional misconduct,
negligence or incompetence to the body. All teachers’ Education institutions,
state/federal ministries of Education, secondary Education management boards,
state universal basic Education boards, local government Education authorities
and Nigerian Union of Teachers are expected to help in achieving the policy
mandate (TRCN, 2012). It is also mandatory that these stakeholders should be
involved fully in monitoring regulatory standards to ensure that they are in
line with established policies. So these stakeholders partner with the TRCN to
ensure that Education policies made are implemented.
Policy is seen as a programme of action or a set of
guideline that determine how one should proceed, given a particular set of
circumstance. Zajda (2015) defined a
policy as a deliberate plan of action to guide decisions and achieve rational
outcome(s) to be adopted by government, schools, party and person, among
others. These definitions indicate that policies are statement of what ought to
happen, mandates, guidelines, rules and regulations, which are formulated to
monitor and regulate the teaching profession. In Nigeria these policies on
professionalization of teaching brought into existence the Teachers
Registration Council of Nigeria. Policy implementation refers to the execution
of established policies. Babalola (2012)
defined it as the process of converting finance, materials, technical and human
inputs into outputs as required by policy documents. European Trade Union Committee for Education
(2013) described policy implementation as the carrying out of set out
programmes and activities with a view to achieving desired levels of
attainment, preferably expressed in terms of observable outcomes. It is the
stage when policy statements are translated into action to achieve desired
objectives. These established policy mandates enacted by the Teachers
Registration Council of Nigeria are in the areas of induction, registration,
accreditation, licensing, professional examination, mandatory professional
development, professional ethics, etc., to promote quality in Education.
The present study is particularly interested in the
implementation of the TRCN mandate in the context of teachers in public
secondary schools in South East, Nigeria. This is because this level of Education
is considered as one of the most important levels of Education in Nigeria that
provides opportunity for students/citizens to acquire additional knowledge,
skills and traits for functional living (Obanya, 2014). Okeke (2004) noted that despite TRCN policy
mandates some secondary school teachers are still without formal teaching qualification
to cope with the demands of the growing school age population. One wonders if the situation is still the
same hence the need for the present study. In most states of the South East,
there are speculations that the teachers employed lack the basic teaching
qualifications and skills for effective teaching and learning and for promotion
of quality in schools, that secondary management Education boards do not
consider the TRCN policy mandates in their recruitment and promotion exercises
and that TRCN lack adequate capacity for teachers’ professional development; is
slow in the process of teacher licensing and is inefficient in the MCPD. In addition, it is believed that the
violation of professional ethics and non-adherence to professional standards threaten
quality teaching in schools (Aja, 2013).
Some empirical studies have limitations as it concerns the study at
hand. Edeh (2004) looked at the attitude of secondary students towards teaching
as a profession, equally Ukpor et al.,
(2014) examined whether or not teaching is a full profession in Nigeria.
Closely related to the present study is the study carried out by Mbonu (2016)
which focused on the assessment of Teachers’ Registration Council of Nigeria
mandates on professionalization of teaching in Anambra state. Mbonu’s study is
limited to only Anambra state, creating a gap as non-has been carried out in
other states of the South East. It thus appears that even though the TRCN has
enunciated sound policy mandates, the extent of its implementation in the
states of the South East, Nigeria is being queried. It is against this background that it has
become necessary for the present study to empirically determine the extent of
the implementation of the TRCN mandate on teachers of public secondary schools
in South East, Nigeria.
1.2 STATEMENT OF THE PROBLEM
Over the years the importance and place of teachers in
the Education process is highly priced by all nations of the world because
teachers are the pivot on which the Education process rests. They are sine qua non as far as Education is
concerned. The standard of Education in Nigeria rests solely on the quality of
the teachers, little wonder why the National Policy on Education clearly stated
that no Education can rise above the quality of its teachers. Supporting the
assertion above USAID (2004) said an Education system is only as good as its
teachers, so recovery begins with quality teachers. In other words, trained and
qualified teachers’ guarantees quality Education while unqualified teachers should
share in the blamed for the falling standard of Education in Nigeria.
The assurance of quality teaching and learning
therefore demands that teachers become professionals of the highest order. For this purpose the Federal Government of
Nigeria in 1993 sets up the Teachers’ Registration Council of Nigeria to
enhance professionalization of teaching in Nigeria. The TRCN enacted series of
policy mandate covering the areas of registration, licensing, induction,
monitoring, accreditation, professional development, professional ethics and
standard for the teachers. With the above it is expected that only qualified
and competent persons will teach in Nigeria schools thus improving the quality
of teaching and learning. Despite these sound policy mandates, several controversies
still trail the teaching profession.
In clear terms the researcher observed that teaching
in Nigeria is being patronized by some people who could not succeed in their
chosen vocations and people who believe that teaching is a spare time job that
allows them to simultaneously engage in other profit making ventures which is
viewed as more rewarding than teaching. If teaching in Nigeria is a profession
like its other counterparts, non-professionals will not find their way into the
system. It has equally been noticed that a good number of teachers seem not to
be aware of the council’s existence and its policy mandate; Some are not
equally aware that the council has produced booklets on professional standard
for Nigerian teacher, Mandatory Continuing Professional Development (MCPD),
teachers’ code of conduct, teachers’ handbook and Basic facts about the
teachers’ disciplinary committees and Teachers Investigating Panel. The questions that quickly come to mind include;
how many teachers are aware of these documents?
How many teachers know the content of the documents and how many adhere
to them? Presently It is on record that the states in the South East, Nigeria
have been recruiting teachers into the public secondary schools since the
establishment of TRCN in 1993. Some of
the teachers absorbed still lack the basic teaching skills and TRCN as a body
to regulate and control the entrance of people entering the profession for
quality, was not considered before recruitment.
If this is the case,the extent of implementation of the TRCN policy
mandates on professionalization of teaching in South East, Nigeria is in doubt
and needs to be empirically determined. This forms the trust of the present
study.
1.3 PURPOSE OF THE STUDY
The purpose of this study is to investigate the extent
of implementation of TRCN mandates on professionalization of teaching in public
secondary schools in South East Nigeria.
Specifically the study sought to:
i.
find out the
extent of the implementation of TRCN’s policy mandate on teacher registration
for the professionalization of teaching in public secondary schools in South
East Nigeria.
ii. determine the extent of the implementation of TRCN’s
policy mandate on teacher licensing for the professionalization of teaching in
public secondary schools in South East Nigeria.
iii. determine the extent of the implementation of TRCN’s
policy mandate on teacher Mandatory Continuing Professional Development (MCPD)
for the professionalization of teaching
among teachers of public secondary schools in South East Nigeria.
iv. determine the extent of the implementation of TRCN’s
policy mandate on organization of internship schemes for fresh Education
graduates for professionalization of teaching before their recruitments as
teachers in South East Nigeria.
v. find out the extent of the implementation of TRCN’s
policy mandate on the enforcement of professional ethics for the
professionalization of teaching among teachers in public secondary schools.
vi. Determine the extent of the implementation of TRCN’s
policy mandate on initiation of practices in South East Nigeria to re-position
the teaching profession for the professionalization of teaching in Nigeria in
order to compete favourably in the global world.
vii. ascertain the extent of the implementation of the
policy mandates of the TRCN among the states of the South East Nigeria.
1.4 RESEARCH QUESTIONS
For the conduct of this study, the following research questions
guided the study:
1.
To what extent has
TRCN implemented its policy mandate on teacher registration for professionalization
of teaching in public secondary schools in South East Nigeria?
2.
To what extent has
TRCN implemented its policy mandate on teacher licensing for
professionalization of teaching in public secondary schools in South East
Nigeria?
3.
To what extent has
TRCN implemented its policy mandate on teacher Mandatory Continuing
Professional Development (MCPD) for professionalization of teaching?
4.
To what extent has
TRCN implemented its policy mandate on organization of internship schemes for
fresh Education graduates for professionalization of teaching before their
recruitment as teachers?
5. To what extent has TRCN implemented its policy mandate
on enforcement of professional ethics for professionalization of teaching among
teachers?
6.
To what extent has
TRCN implemented its policy mandate on initiation of practices to re-position
the teaching profession for professionalization of teaching in Nigeria?
7.
To what extent has
TRCN implemented its policy mandates in the states of the South East, Nigeria?
1.5 HYPOTHESES
The following null hypotheses were formulated and
tested at 0.05 level of significant:
H01: There is no significant difference in
the mean ratings of teachers and TRCN staff on the extent of
implementation of the council’s policy mandate on teacher registration in public
secondary schools in South East Nigeria.
H02: There is no significant difference in
the mean ratings of teachers and TRCN staff on the extent of
implementation of the council’s policy mandate on teacher re-certification and
licensing in public secondary schools in South East Nigeria.
H03: There is no significant difference in
the mean ratings of teachers and TRCN staff on the extent of
implementation of the council’s policy mandate on Mandatory Continuing
Professional Development (MCPD) in public secondary schools in South East
Nigeria.
H04: There is no significant difference in
the mean ratings of teachers and TRCN staff on the extent of
implementation of the council’s policy mandate on internship scheme for fresh Education
graduates in public secondary schools in South East Nigeria.
H05: There is no significant difference in
the mean ratings of teachers and TRCN staff on the extent of
implementation of the council’s policy mandate on ethics in public secondary
schools in South East Nigeria.
H06: There is no significant difference in
the mean ratings of teachers and TRCN staff on the extent of
implementation of the council’s policy mandate on initiation of practices to
reposition the teaching profession in Nigeria, in order to compete favourably
in the global world.
H07: There is no significant difference in
the extent of implementation of the TRCN policy mandate among the states of the
South East, Nigeria.
1.6 SIGNIFICANCE OF THE STUDY
The findings of this study will be useful to the
Ministry of Education, Nigerian Union of Teachers (NUT), Secondary Education
Management Board (SEMB), TRCN, Teacher Education Institutions, Teachers,
Community members, Students, and future researchers.
The finding of the study will be of immense benefit to
the Ministry of Education who has the overriding function of being in charge of
teachers and schools all over Nigeria. It provides them with the information on
how professionals, the teachers under them are. Equally, when the results of
the study are made available through journal publications or by forwarding to
the ministry of Education for discussions in seminars and conferences, other
states apart from the South East States may see the need to facilitate through
their various strategies, the implementation of TRCN policy mandates for the
benefit of their citizens to move the Education system forward.
The findings of this study would be of immense benefit
to the NUT. As a stakeholder that
partners with the TRCN to implement its policy mandates, the findings might
serve as a basis for them to evaluate their own contributions and know where to
improve for effective implementation of the policy mandates of the TRCN. As a
union in charge of teachers seeing that most of their teachers are
professionals will be of great credit to them and make the union stronger.
The Secondary Education Management Board (SEMB) or
Post Primary Education Management Board (PPSMB) as the board in charge of all
activities concerning secondary school Education system will benefit immensely,
as the result of this study will help them to ascertain the number of teachers
that are qualified and certified to be of standard for quality assurance. It
will equally help them to be on the known of global acceptance of recruitment
of only qualified teachers, if quality must be assured
The new knowledge generated through the findings of
the study will provide empirical data from which the TRCN will get information
on how far teachers think the council has gone in ensuring the implementation
of her policy mandates. The findings
will guide the council to assess her performances so far and evolve strategies
for improvement. Certainly, the findings
will help the council to know the strategies to adopt in enhancing moral
standard of teachers which will make the profession to be more cherished and
envied like other professions (law, pharmacy and medicine).
Teacher Education Institutions, as partners in TRCN’s
policy mandate implementation would find the result of this study useful.
Findings might reveal to them the extent to which their teacher Education
programmes are seen as meeting the standard set by TRCN. On the basis of the
findings, they will initiate strategies to ensure the implementation of the
policy mandates as it concerns them as well as recommend to the TRCN strategies
for improvement. Findings will also help the teacher Education institutions to
expose their students to mastering the basic skills required of a professional
teacher. Findings if published will help such institutions to detect weaknesses
(if any) in the policy implementation and attempt to make it better.
This study will most importantly be significant to
teachers of public secondary schools. It
will provide awareness of what TRCN requires of them as professionals and what
is being done to ensure that they are regarded as professionals. Teachers through the findings will be more
knowledgeable and cherish the need to accept TRCN policy mandate as the only
means of recognition in the country and globally through their involvement in
national and international quality information technology conferences, seminars
and workshops. The findings will motivate teachers to live up to the TRCN’s
policy mandates stipulated above which is an assurance for full recognition by
the society at large.
The study will provide the community members with
information on the extent the teachers in the system are actually
professionals. The findings will help increase understanding of the community
members on the effort so far made by the government through establishment of
TRCN to improve the quality of teaching/teachers in their schools as the way forward
of the school is discussed on termly or yearly basis during PTA meetings.
The findings will be useful to the students because Education
policies are aimed at improving their lives. When policies are transparently
and responsibly implemented, through the interrelated actors (teachers) quality
teaching will be provided for the students because the actors were directly
involved in the implementation of the policy. It will expose unqualified
teachers weed them off and allow the qualified ones do the job. This will be
healthy for the Education system.
Finally, when the study is deposited in the libraries
and or published both online and in hard copy journals, the findings will
contribute to the body of existing knowledge about teachers’
professionalization mandates in Nigeria. It will serve as a useful source of
literature for researchers and may motivate further researchers to delve into
related areas or the same area of study in other geo-political Zones of
Nigeria.
1.7 SCOPE OF THE STUDY
The content scope of this study was on
determining the extent of implementation of TRCN mandates on
professionalization of teaching in South East Nigeria. It focused on those policy mandates that
directly concern teachers, hence the content was delimited to the council
policy mandates on registration of qualified teachers, licensing of qualified
teachers; establishment of National minimum standards for the execution of
Mandatory Continuing Professional Development (MCPD). In addition, the study
focused on organization of internship schemes for fresh Education graduates,
enforcement of professional ethics among teachers and initiation of practices
to reposition the teaching profession in Nigeria in order to compete favourably
to the global world. Geographically, the study was also delimited to all the
teachers in public secondary schools in South East Nigeria. South East is one of the six geo-political Zones
of Nigeria and it is made up of five states namely: Abia, Anambra, Ebonyi, Enugu and Imo.
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