ABSTRACT
The study investigated the extent teacher development programmes predict quality of instructional delivery in public secondary schools in South East, Nigeria. Five research questions and five null hypotheses guided the study. The study adopted a correlational survey design. A total of 2457 teachers and principals (1,229 teachers and 1,228 principals) representing ten percent of the 24,570 teachers and principals (12,285 teachers and 12,285 principals) was proportionately drawn from the secondary schools in the zones to constitute the sample. Two instruments titled “Teacher Development Programmes and Quality of Instructional Delivery Questionnaire (TDPQIDQ) and Teachers’ Quality of Instructional Delivery Questionnaire (TQIDQ)” were developed by the researcher and validated by experts and used for the study. The internal consistency of the instruments was determined using Cronbach Apha method and reliability estimates of 0.80 and 0.83 were obtained for the TDPQIDQ and TQIDQ respectively. Pearson’s r, R2 (coefficient of determination) were used to answer the research questions and linear regression analysis was also used to test the null hypotheses one to four, while hypothesis five was tested using multiple regression at 0.05 levels of significance. Scheffe test was also done for a step-wise comparison of the means for research question/hypothesis five, which revealed the following findings: In-service training programme, seminar, workshop, teacher induction programme have positively moderate, high, moderate and low but significant relationship respectively with quality instructional delivery in public secondary schools in South East, Nigeria. The combined relationship of teacher development programmes (in-service training programme, seminar, workshop and teacher induction programme) had a very high percentage contribution of 97%. However, seminar programme had the highest percentage contribution of 37%; followed by workshop programme with 31%; in-service training programme with 19% and lastly teacher induction programme which predicted 12% of quality instructional delivery in public secondary schools. Among the educational implications of the findings was that quality instructional delivery depends on teacher development programmes in secondary schools. It was thus recommended among others that there is need for periodic exposure of secondary school teachers to in-service training, seminar and workshop programmes and that newly employed teachers should be exposed to induction programme to achieve quality instructional delivery in secondary schools in South East, Nigeria.
TABLE OF CONTENTS
Title page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables ix
List of Figures x
Abstract xi
CHAPTER 1:
INTRODUCTION 1
1.1 Background to the Study 1
1.2 Statement of the Problem 14
1.3 Purpose of the Study 16
1.4 Research Questions 17
1.5 Hypotheses 17
1.6 Significance of the Study 18
1.7 Scope of the Study 19
CHAPTER 2: REVIEW OF RELATED LITERATURE 21
2.1 Conceptual
Framework 21
2. 1.1 Concept of development 21
2.1.2 Concept
of teacher professional development 22
2.1.3 Concept of quality education and quality
instructional delivery 25
2.1.4 Concept
of in-service training programme for quality of
instructional
delivery 33
2.1.5 Concept
of seminar programme for quality
instructional
delivery 37
2.1.6 Concept of workshop programme for quality
instructional
delivery 38
2.1.7 Concept
of teacher induction programme for quality
instructional
delivery 39
2.1.8 Concept
of teacher development programmes on quality
of instructional
delivery 41
2.2 Theoretical Framework 44
2.2.1 The
Scholastic red professional development theory of change
by Hudis, Calderon
and Scandorn (2012) 44
2.2.2 The whole teacher approach by Chen and Chang
(2006) 47
2.2.3 Social learning theory by Bandura (1977) 49
2.2.4 A model of teacher change process by Guskey
(1986, 1997) 51
2.3 Review
of Related Empirical Studies 59
2.4 Summary of Related
Literature Review 67
CHAPTER 3: METHODOLOGY 70
3.1 Design of the Study 70
3.2 Area of the Study 70
3.3 Population of the Study 72
3.4 Sample and Sampling Technique 72
3.5 Instrument for Data Collection 73
3.6 Validation of the Instruments 74
3.7 Reliability of the Instruments 75
3.8 Method of Data Collection 76
3.9 Method of Data Analysis 76
CHAPTER 4: RESULTS AND DISCUSSION 78
4.1 Results 78
4.2 Summary
of the Findings 87
4.3 Discussion
of Findings 88
CHAPTER 5: SUMMARY, CONCLUSION AND
RECOMMENDATIONS 93
5.1 Summary 93
5.2 Conclusion 95
5.3 Recommendations 95
5.4 Educational
Implication of the Study 96
5.5 Limitation
of the Study 97
5.6 Suggestions
for Further Study 98
References
Appendices
LIST OF TABLES
Page
1: Extent of relationship
between in-service training programme and quality
instructional delivery in public secondary schools
in the South –East, Nigeria 78
2: Linear regression on the
extent in-service training
programme as predictor of quality instructional
delivery in public secondary schools 79
3: Extent of relationship
between seminar programme and quality
instructional delivery in public secondary schools in the
South East, Nigeria 79
4: Linear regression on the
extent seminar programme as
predictor of quality 4nstructional delivery in public
secondary schools 80
5: Extent of relationship
between workshop programme
and quality instructional delivery in public secondary
schools in the South East, Nigeria 81
6: Linear regression on the extent
workshop programme as
predictor of quality instructional delivery in public
secondary schools 81
7: Extent of relationship
between teacher induction
programme and quality instructional delivery
in public secondary schools in the South
East, Nigeria 82
8: Linear regression on the
extent teacher induction
programme as
predictor of quality instructional
delivery in public secondary schools 83
9: Extent of relationship
among teacher development
Programmes (in-service training programme,
seminar, workshop, teacher induction programme)
and quality instructional Delivery in public
secondary schools in South East, Nigeria 83
10: Multiple regression on teacher development
programmes
(in-service training programme,
seminar, workshop,
teacher induction programme)
and quality
instructional delivery in public secondary
schools in South East,
Nigeria 84
11: Relative contribution of teacher development
programmes (in-service training programme,
seminar, workshop, teacher induction programme)
and quality instructional delivery in public
secondary
schools in South East, Nigeria 86
LIST OF FIGURES
2.1: Research
on professional development and Scholastic red model 46
2.2: A
Model of the process of Teacher Change (Guskey, 1986) 52
2.3: Professional
development theoretical framework (Guskey, 1986) 52
CHAPTER
1
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
Education is the greatest
substantial avenue for social progress. It is the greatest power known to man
for man’s own improvements. Ashimole (2013) defined education as the aggregate
of all the process by means of which a person develops abilities, skills and
other forces of behaviours of positive, and sometimes of negative value in the
society in which he lives. Teachers are the heart and soul of the educational
enterprises, indeed, the life of the school system depends on them. Teachers
belong to the profession which has the only potential of determining the social,
economic, political and moral destiny of each Nigerian citizen (Okojie, 2009).
This fact accentuates the requisite for teacher education to be viewed as a
dedicated duty that should not be toyed with if teaching ought to attain its
beatific professional instruction of developing the production of young ones of
highly responsible, disciplined and useful Nigerians.
A teacher is a person
who imparts knowledge to others to acquire proper potentials that are vital for
improvement in the society and for development. The teacher facilitates the
purchase of useful knowledge and skills and inculcates societal satisfactory
attitudes into the learners for present and upcoming development (Madumere-Obike,
Nwabueze & Ukala, 2013). This may describe why teachers are considered as
the most influential people in the lives of the children and society at large.
A teacher is a trained person employed to promote learning in classroom environment
in order to attain set educational goals. The teacher imparts knowledge to the
students and helps them acquire certain skills, attitudes and creates desirable
changes in the behaviour of the students. According to Afangideh (2001),good
teachers possess extraordinary qualities and love for their subjects through
which they transfer knowledge into the learners, a sound knowledge, good
communication and skills for social and economic development of a nation. A good
teacher performs more than teaching by supporting to the general academic, psychological,
research, economic and cultural development of learners. Teachers are very pivotal
in the educational system. This is because the quality of teachers in any educational
system may determine to a great extent the quality of the system itself. Similarly,
Ayeni (2010) asserted that teachers should have sound knowledge of their subject
areas in order to measure up with required standard through constant updating
of lesson notes, adequate delivery of lessons and regular evaluation of student
performance. Teachers are also expected to provide regular feed-back on students
‘performance, improvise instructional materials; have adequate keeping of records
and appropriate discipline of students. Teachers must as well possess means to
information that are up-to-date, reliable and pertinent to the demands of
students (Okojie, 2009). In this information age, teachers are required to keep
with the current issues in relating to curriculum planning by ensuring good
organization of the lessons with sequence, consistent and assimilation of
concepts to promote systematic application and evaluation of the curriculum to achieve
the set goals. All these are required to ensure absolute well-rounded education
and production of quality students from the secondary school system as
contained in the Nigerian National Policy on Education (Federal Republic of
Nigeria, FRN, 2013).
The significance of teachers
and the part they play in the educative procedure are fundamental to essential
education. Successful educational enhancement is essentially connected to
professional development. Ashimole (2013) argued that one of the most
persistent issues facing Nigerian education is that of upgrading the quality of
teachers so as to raise seasoned, conscientious, highly motivated, creative and
dedicated teachers who would adapt with the demands of the nation’s educational
system. The new millennium is filled with striking worldwide transformation in
technology, education, information, economy and social activities which
constitute huge challenges to the teachers. Proper teaching according to Mkpa
in Okobia (2013) hinges on the level to which the teachers possess the
capability required for the task. Over time, there have been a growing concern
about the quality of teacher training especially in the Colleges of Education.
Teacher training institutions have been analyzed for incapacity to produce
teachers who are satisfactorily grounded in pedagogy and content as well as
capacity to cooperate professionally in the work environment.
Ashimole (2013) opined
that teachers are completely crucial in the entire education system of any
nation. They are the fulcrum on which education wheels revolve. The success of
any educational system depends very much on the educational achievement of
teachers because no system of education can be qualitatively higher than the
quality and dedication of its teachers. Basically, teaching and learning depend
on teachers for there can be no functional socio-economic and political
development in a given country if the teachers are not there. Emechebe (2009)
reasoned that it is on teachers’ numbers, quality and devotion that rest the
effectiveness of all educational arrangements, development and growth. This can
be influenced through the practicable of appropriate training and retraining
programmes for newly recruited teachers and those already teaching
respectively. Hence, the efficiency of teacher training could be the main
decisive factor in the success or failure of education to measure up with the
country’s needs.
Teacher professional
development refers to deliberate and unintentional efforts made to update the
knowledge, skills and attitudes of school members, in line with current
requirements in the school organization (Clarke & Hollings, 2002).
Development programmes for teachers are therefore, programmes that are meant to
enliven both the teachers and the educational organization. As Emechebe (2009)
comments, these programmes are meant to, among others help the teacher to be
more productive; more confident in his ability to work. Teacher development
exposes teachers to new methods and skills relevant to their jobs; exposes them
to current cases in education and also help employees to adapt readily to
changes.
Teacher professional
development is regarded as the bedrock for national development. For teacher
quality to rise above the educational system, a strong teacher education
programme is required (Emechebe, 2009). A proper understanding of the extent
teacher development programmes correlate with quality instructional delivery
may reveal the relationship between in-service training, seminar programme,
workshop programme, teacher induction programme and quality instructional delivery.
In-service
education and training was defined by Obiako (2008) as the various training
prorammes which are aimed at helping the workers like teachers, and other
professionals to be productive in their areas of specialization. Uremadu (2015)
also defined in-service training as those training activities engaged in by
primary and secondary school teachers and principals, following their initial
professional certification. This is intended mainly to better their
professional skills, methods and attitudes so as to ensure that proper knowledge
would be imparted to the students more effectively. In-service training creates
more value on the knowledge and skills to a serving teacher (Ikediegwu, 2001;
Okojie, 2009). The in-service programme in Nigeria is usually organized by most
universities where teachers have a favourable time to attend during their
holidays. This programme is popularly known as sandwich programme. In this
study, in-service education is seen as the initial preparation of teachers. It
is also seen as the formal and informal programmes put in place by school
administrators to update the knowledge, attitude and skills of their teachers
in line with present professional requirements.
In-service
training is a part of capacity building programme. Capacity building is the
procedure by which individuals in institutions acquire, upgrade, and retain the
skills and knowledge required to discharge their jobs efficiently (Ilunor, 2016).
In the same vein, Nnanna in Ekeh (2015) sees capacity building as planned
development of increase in knowledge, input rate, management skills and other
capabilities, technology and training. Nnanna in Ekeh (2015) explains that capacity
building programmes assist to retool the teachers with great capacity for
reasoning, problem solving, maintenance and peace keeping of staff relations.
Castertter (2006) stated that capacity building programmes help teachers to
learn and broaden intellectual horizon, and to enhance their self-esteem and
confidence so that they can impact positively on all aspects of education. One
may see capacity building programme as activities that would give teachers
skills such as power point presentation, teamwork skills, research skills,
computer training skills, training in the use of whiteboard, classroom
management skills, collaborative research strategies, special skills to handle
smart students, public relations skills, internet usage skills, sign language
skills and smart decision-making skills. One may wonder the extent the teachers’
development programmes such as in-service training, seminar programme, workshop
programme and teacher induction programme could have relationship with the
above teachers’ skills which could help them achieve quality instructional
delivery.
Seminars are mediums
organized for sharing assumptions, values, beliefs as well as engendering
inter-institutional resources and exchanging academicide as (Louise, 2008).
Samuel (2011) opined that seminars are annual or bi-annual meetings of
professional associations during which scholarly papers from different
educational institutions are presented by participants. External seminars
according to Ikediugwu (2005) may vary greatly ranging from programmes on
specific teaching techniques to programmes on broad topic such as curriculum
change. These programmes can be valuable if they are well planned. In their
view, Sing and Scharma (2004) asserted that seminars are normally organized for
professionals or personnel of organizations to keep them adequately informed of
certain educational issues or development, which are vital to the performance
of their primary functions and professional growth. The students’ learning and
achievement may be increased because teachers use what they learned in
enhancing their instructional delivery.
Workshops were
defined by Ojelabi in Samuel (2011) as planned sessions of discussions or
practical works on a particular subject matter. A workshop may involve
discussions or demonstrations of new techniques of teaching some subjects or
execution of a project. Emechebe (2009) indicated that workshops are organized
to acquaint teachers with new techniques and skills on a particular subject
which involves discussion and practical work on that subject by a group of
academicians and professionals. Workshops maybe organized to give update in new
techniques in teaching aids. Ogbonnaya (2011) asserted that workshop is a part
of training and development organized for the aim of improving teaching and
learning conditions. Workshops are training devices used in upgrading professional
efficiency.
Another factor that
can help to establish the relationship between teacher development programmes
and quality instructional delivery is teacher induction programme. According to
Armstrong (2009), induction is the act of accepting and welcoming new staff and
giving them the essential information needed to settle down happily and resume
work. It is also a structured organizational determined attempt to assist
personnel to adjust to new assignment, so as to ensure they can contribute
greatly to the growth of the organization, while effectuating personal and
position satisfaction (Little, 2001). Abokwara in Osagie (2011) presented some
goals of induction which included the passing of information to the inductee,
providing support unities for need satisfaction, position compatibility,
provision of technical assistance to the inductee, professional development of
the inductee, acceptance of the inductee in the workplace and retention of the
inductee in the organization. In this study induction refers to
school-organizational training process that is meant to help the new teachers
to settle down to their works with appreciable level of effectiveness and
efficiency.
Teacher training
programme are viewed as having ideas with objectives, process, goals and evaluation
(Ayeni, 2011). Ayeni (2011) argued that teachers’ professional development is
extremely necessary because it serves as a tool for the teachers to do the
needful and raise academic performance standards of students. In order to
overcome the obstacles facing them, the teachers must be proficient and ready
to upgrade their skills. For instance, the statistical survey done by the
National Centre for Education Statistics (NCES) in United States of America
(USA) which showed that Ninety percent of teachers were involved in
professional development between 1993-94 and Ninety-Nine percent participated
also in 1998.This training programme concentrated on current techniques of
teaching, cooperative learning, classroom management, use of education
technology for instruction and extensive study in their subject area to boost
their professional proficiency in instructional delivery.
Writing on teacher
development programmes, Borko (2009) researched on Professional Development and
Teacher Learning: Mapping the Terrain. Eze (2009) researched on Assessing of
Staff Development Programmes in College and Polytechnic Libraries in Anambra
and Enugu States. Uyai (2011) researched on Continuing Professional Development
for Teachers: A Catalyst for Effective Instructional Delivery. Uyai noted that
teacher professional development is a means of improving quality teacher
education which in turn improves quality of instructional delivery. In the same
vein, Olaleye (2013) researched on Enhancing Educational Effectiveness in
Nigeria through Teachers Professional Development and found out that newly
recruited teachers were not properly oriented. Similarly, Ekpo, Edet &
Nkama (2013) researched on Staff Development Programmes and Secondary School
Teachers’ Job Performance in Uyo Metropolis, Nigeria and found that teachers
who took part in staff development programmes are more productive than those
who did not take part. One therefore, wonders what would be the relationship
between teacher development programmes and quality instructional delivery in
South East, Nigeria.
Instructional
delivery is a procedure in which teachers use to achieve instructional
blueprint to transmit and relate with students which is geared towards
achieving maximum cooperation of the student. It is the view of United Nations
Educational, Scientific and Cultural Organization (UNESCO) (2004) that quality
instructional delivery deals with using knowledge, skills, beliefs and
backgrounds of each child to maintain high expectations. The expectation of
these children are usually steered by assessment administration in the form of
assignment, test, examination and group work with provision to continuous
feedback to learners about their assessment to revise learning experiences
(Ogwu & Ogwu, 2013). An array of studies reveals that teachers with similar
professional qualifications (such as certification and many years of experience)
teach differently in their classroom and differ notably in their ability to
assist the students grow educational (Rivkin, Hanushek & Kain, 2005).
According to Stronge, Ward, Tucker and Hindman (2008),states that the main
dissimilarity amid productive and unproductive teachers does not lie in the amount
of understanding they have about area of specialization, the type of
certificate they hold, the highest degree they earned, or the number of years
they have been in the teaching career, rather, the dissimilarity lies more
technically in the way in which they deliver their knowledge and skills while
teaching the students in school. In trying to emphasize the importance of
quality instructional delivery, Yoloye in Fadipe and Oyedele (2000) defined
quality as the degree of excellence, standard of something which is different
from others. Yoloye in Fadipe & Oyedele (2000) further stated that quality
in education system has to do with how regular the teachers are supervised,
instruction, method of teaching and evaluation all these should be regularly monitored
to maintain success. That is the reason the Federal Government continues to
ensure that funds are made available for the education sector to ensure that
quality education is provided and made accessible to its citizenry (Onwuchekwa &
Ihekoronye, 2017).
Emenalo (2007)
defined quality as something everyone considers good and desirable, a standard
of something when compared with other things and expectations. One may define
quality as the standard of something when compared with other things and
expectations. It is an attribute that differentiates a thing from the other;
degree of excellence. Notwithstanding the importance of quality instructional
delivery in the education system, the extent of teachers’ development
translates to quality performance at the secondary school level is still in
doubt especially when the performance of secondary school students in Imo State
has been declining steadily. A case in point is Imo State where in 2014, only 529,425
candidates, representing 31.28% obtained credit in five (5) subjects and above
which included English language and mathematics. But in 2012 and 2013 May/June
WASSCE, the candidate’s performance was poor as they recorded 38:81 percent in
2012 and 36:57 percent in 2013. In 2006, NECO examinations, 43,905 cases of
malpractice were recorded and the number of schools involved for mass cheating
was 194 adding that the results of candidates involved were cancelled (WAEC,
2014).
Secondary education
is the education children receive after primary education and before the
tertiary level of education; with the broad aim of preparing the individual for
useful living in the society (FRN, 2013). Secondary education is categorized
into stages, namely: junior secondary and senior secondary education. The
senior secondary has a comprehensive curriculum which has been designed to
broaden students’ knowledge and outlook. Through secondary education, students
acquire skills and competencies linked with their lifestyle, thinking,
language, communication and the use of technology (Lewin, 2007). These skills
and competencies are important in the knowledge economy. In addition, Jacob
(2011) stated that secondary education provides the opportunity to prepare
young people especially the in-school adolescents (adolescent students in the
secondary schools) for healthy and productive lives; including participation in
social, political and economic development of the nation.
In an attempt to
improve teachers, the Federal Government put in place the Teacher’s
Registration Council which has the power to sanction in terms of skills and
ensure that teacher’s intellectual capacity is maintained. Similarly, Lewin and
Stuart (2003) interprets teacher preparatory programmes recommends that subject
content should take at least eighty percent of the teacher preparatory time. In
addition to that, student teachers’ learning may be heavily concentrated on
role learning leaving them with inadequate comprehension of the conceptual
framework or application of new patterns of teaching and learning. Okeke (2004)
recommended more attention should be given to teacher preparation as any nation
that wants to attain genuine national development cannot rise above the quality
of its teachers.
All these recommended
approaches sound very interesting in their theoretical orientation, but the
problem of declining performance is still prevalent as could be seen from the
WASSCE and NECO examination results analysis of 2012 to2014. Nzewi (2008)
observed that most teachers operate with obsolete knowledge. Continuing, Nzewi stated that in some
schools, children tend to know more than their teachers, especially when
children have access to newspapers, magazines and the internet while teachers
only read a week old newspapers. In the same vein, Okenjom, Ani& Eze-anya
(2016) observed that secondary school system has failed to produce people who
can contribute to solve the problem of the society. Therefore, teachers’
quality instructional delivery has been questioned.
Literature evidence
from Western Europe tends to suggest that teacher development programmes have
the potentials of correlating with quality instructional delivery. Similarly,
students arrive at school with a variety of backgrounds, interests and abilities.
This suggests that a one–size–fits–all approach to instruction is ineffective,
probably counterpart, and perhaps even unethical. If the objective of
instruction is to give an opportunity for students to learn, it simply means
that the instructional strategies employed by the teachers in the classroom is
important (Carison, Lee & Schroll, 2004). Instead of using methods for
every student, productive teachers plan instruction that motivates each student
and they transmit knowledge in a way that students would be able to understand
despite their individual differences. Effective teachers may adopt
differentiated instruction which enables the teachers to modify their curriculum,
learning activities, mode of assessing the student and ensure that every
student participate irrespective of the child’s ability. All these would create
good classroom environment where new skills and knowledge would be developed in
turns bring about quality in learning (Tomlinson, 2001).
There is the general
concern in developing countries like Nigeria that students lack the basic
reading skills in order to properly function in a world where information is
rapidly increasing and knowledge becoming much more complex. According to
Omo-Ojugo (2005), In the developed countries attention is given to the teaching
of reading in literature in countries such as the United States of America,
Canada and Britain, among others, little, or no importance is attached to the
teaching of reading in Nigeria. It is no wonder then that Nigerian students do
not generally perform well in most public examinations. According to Mohammed
(2006), many teachers after graduation have little or no chance for re-training
and their training ends as soon as they get their certificate with no
opportunity for updating their knowledge and skills by attending seminars,
workshops and conferences that will eventually enhance their knowledge and
skills and their classroom teaching. Okenjom, Akoloh, & Ihekoronye (2017)
observed that there has been greater awareness that teachers who had training
in the past years are not well grounded for effectual teaching this is because
they have not complemented it with in-service training. Furthermore, two to
three years’ teacher preparation programmes in higher institutions of learning
may not satisfactorily prepare teachers for the teaching job, as there are too
many grounds to be covered in the teacher preparation programme.
In order to have
quality teachers for instructional delivery in the secondary school system,
both the federal and State Governments should embark on quality teacher
training programmes as a matter in hand. Professional teacher training can be
defined as teacher education and continuous learning. The significance of
training and re-training isto enhance and upgrade teachers to measure up with
the current standard for improvement in teaching and learning which cannot be
over-emphasized. Ayeni (2011) regarded teacher education as the teaching and
training experiences organized not only within teacher institutions but outside
them with the fundamental aim of developing and training prospective teachers
for quality teaching. In an attempt to improve teachers, one may wonder the
extent the teachers’ development programmes such as in-service training,
seminar programme, workshop programme and teacher induction programme could
have relationship with quality instructional delivery.
1.2
STATEMENT OF THE PROBLEM
Secondary education
is aimed at producing middle manpower and individuals for useful living in the
society as well as students for higher education. Unfortunately, most students
in Nigerian secondary schools are in greater risk of poor academic achievement
in both internal and external examinations (WASSCE & NECO). For instance,
the available records of WASSCE result analysis from 2005- 2011 showed a
continuous decline in students’ overall performance in school certificate
examinations. This has delayed many students’ admissions into the university.
There is an increase concern in the society about the realization of secondary
education objectives due to doubt that there has been steady decline in
teachers’ instructional delivery and students’ academic performance in external
examinations like WASSCE, NECO, JAMB and National Board for Technical Education
(NABTEB). Government, parents, teachers and students lay the blame on one
another for students’ poor performance in schools. Parents blame teachers for
lack of dedication to duties. The teachers accuse government for poor salaries;
hence they are poorly motivated. Parents also blame government for not
equipping the schools with learning materials; government blame parents for not
doing good homework and the students are blamed for lack of discipline and
dedication to their studies. Parents complain that schools seem not to be succeeding
in their determination to ensure quality of instructional delivery. For
instance, in 2014 only 529,425 candidates, representing 31.28% obtained credit
in five (5) subjects and above which included English language and mathematics.
But when compared to the 2012 and 2013 May/June WASSCE, there were marginal
decline in the performance of the candidates as 38:81 percent was recorded in
2012 and 36:57 percent in 2013 (WAEC, 2014).
In 2006, NECO examinations, 43,905 cases of
malpractice were recorded and the number of schools involved for mass cheating
was 194 while the results of candidates involved were cancelled. It became a
little difficult to accept that teacher development programme enhances quality
of instructional delivery in the face of the poor quality of performance in the
school system. Worse still, experience and observation have it that some
teachers seem to lack or not exhibit the necessary required professional and
pedagogical skills and competence at work. The problem becomes more compelling
when one discovers that relationship between teacher development programmes and
quality of instructional delivery in public secondary schools has not been
investigated especially in the area of the study.
Therefore, the
problem of this study put in a question form is: to what extent do teacher
development programmes predict quality of instructional delivery in public
secondary schools in South East, Nigeria?
1.3
PURPOSE OF THE STUDY
The purpose of this
study was to examine the extent teacher development programmes predict quality
of instructional delivery in public secondary schools in South East,
Nigeria. Specifically, the study sought
to ascertain the extent:
1. in-service
training programme predicts quality instructional delivery in public secondary
schools
2. seminar
programme predicts quality instructional delivery in public secondary schools
3. workshop
programme predicts quality instructional delivery in public secondary schools
4. teacher
induction programme predicts quality instructional delivery in public secondary
schools
5. teacher development programmes
(in-service training, seminar, workshop, teacher induction programme) predict
quality instructional delivery in public secondary schools.
1.4 RESEARCH
QUESTIONS
The following research questions were asked
that guided this study:
1. What is the extent in-service training
programme predict quality instructional delivery in public secondary schools?
2. To
what extent does seminar predict quality instructional delivery in public
secondary schools?
3. To what extent does
workshop programme predict quality instructional delivery in public secondary
schools?
4. To what extent does
teacher induction programme predict quality instructional delivery in public
secondary schools?
5. To what extent do teacher
development programmes (in service training programme, seminar, workshop, teacher
induction programme) predict quality instructional delivery in public secondary
schools?
1.5 HYPOTHESES
The following null
hypotheses were tested at 0.05 levels of significance:
H01: In-service training programme does not significantly predict quality
instructional delivery in public secondary schools.
H02: Seminar programme does not significantly predict quality
instructional delivery in public secondary schools.
H03: Workshop programme does not significantly predict quality
instructional delivery in public secondary schools
H04: Teacher induction programme does not significantly predict
quality instructional delivery in public secondary schools.
H05: Teacher development programmes (in-service
training programme, seminar, workshop, teacher induction programme) do not
significantly predict quality instructional delivery in public secondary
schools.
1.6 SIGNIFICANCE OF THE STUDY
This study was
considered significant for reasons that the work would present expositions on
the concepts of teacher development programmes and quality of instructional
delivery in schools. Government, Secondary Education Management Board,
Teachers, Students, and Researchers would be exposed to the typologies and benefits
of teacher development programmes and quality of instructional delivery and to
be informed on professional development programmes to package for their
teachers.
It would also be theoretically
significant as it would support or disprove the Scholastic Red Professional
Development Theory of Change proposed by Hudis with Calderon and Scandorn in
2012, which specified a set of casual relationships that links the activities
in which teachers participate to a set of result. It articulates in specific
directional steps how these programmes, which are teaching and learning
improvement intervention produce anticipated changes in schools and school’s
districts and in teachers and students’ behaviours or outcomes.
The result of the
study would enable the Government and policy makers to make policies that would
improve the quality of instructional delivery through teacher professional
development. It would enable the secondary education management board to know
the extent to which these teachers’ development programmes can go to ensure
maximum outcome of teachers’ competence and input to ensure quality
instructional delivery. It would be useful to secondary school authorities in
decision making on service conditions for teachers in South East and would help
in predicting more reasonably the quality of teachers needed in secondary
schools in South East in particular and Nigeria in general.
The teachers would
appreciate the essence of professional development programmes and be in a
better position to benefit from the various programmes being offered by Nigeria
Schools. It would serve as a guide to operate in the classroom in terms of
training methods, skills, techniques and strategies to adopt in the classroom
for effective and quality instructional delivery. The education of the students
would become meaningful enriched and lively while their improved performance is
guaranteed. Above all, the result of the study would stimulate further and
related studies in the field in educational management.
1.7
SCOPE
OF THE STUDY
The study was delimited
to public secondary school teachers in South East, Nigeria. The specific states
in the South East, Nigeria covered by the study are Abia, Anambra, Ebonyi,
Enugu and Imo States. The study was to ascertain the extent teacher development
programmes predict quality of instructional delivery in public secondary
schools. The study focused on
determining the extent in-service training programme predict quality
instructional delivery in public secondary school; the extent to which seminar
programme predict quality instructional delivery in public secondary schools;
It also addressed the extent to which workshop programme predict quality
instructional delivery in public secondary schools; the extent to which teacher
induction programme predict quality instructional delivery in public secondary
schools and the extent overall teacher
development programmes (in-service training programme, seminar, workshop,
teacher induction programme) predict quality instructional delivery.
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