ABSTRACT
The study investigated teachers’ professional competencies and task performance as correlates of effective instructional delivery in secondary schools in South-East, Nigeria. The study adopted a correlational survey research design. Eight research questions and eight hypotheses respectively were raised for the study. The population comprised 26,774 principals and teachers in 1,293 public secondary schools. A sample of 1,338 principals and teachers from 64 public secondary schools in three out of five states in the South-East Nigeria were drawn for the study using multistage sampling procedure representing 5% of the population. Two Researcher - developed instruments were used for data collection. They included a 48-item questionnaire titled Teachers’ Professional Competencies and Task Performance Questionnaire (TPCTPQ)” and a ten-item rating scale titled Teachers’ Effective Instructional Rating Scale (TEIRS) which were validated by three experts. Reliability was established using Pearson’s Product Moment Correlation which yielded reliability coefficient of 0.83 for TPCTPQ and 0.92 for TEIRS. Also the internal consistencies was determined using Cronbach Alpha which yielded 0.82. Pearson Product Moment Correlation was used to answer the research questions while linear regression was used to test the null hypotheses at 0.5 level of significance. The results showed that the different variables of teachers’ professional competencies and task performance relate to high extent with effective instructional delivery. Findings revealed that teachers’ practical skills, teachers knowledge creation process, teachers pedagogical content knowledge, teachers’ knowledge transfer, teachers lesson planning, teachers continuous assessment, teachers record keeping and teachers’ delivery of lesson relate with effective instructional delivery in secondary school and have significant relationship with effective instructional delivery. Based on these findings, it was recommended among others that teachers should endeavour to make their instructions more practical than theory for effective instructional delivery. Principals should ensure adequate supervision of teachers’ lesson planning as well as the implementation to ensure that the lesson plans are religiously followed. Government agencies like Ministry of Education should organise regular workshops for teachers on ways to improve their practical skills and knowledge transfer during instructions so as to enhance instructional delivery on students’ academic performances and authors of books should endeavour to write textbooks in Education to serve as teachers’ lesson planning and implementation of continuous assessment that will make information available for teachers who are deficient in those areas.
TABLE
OF CONTENTS
Title page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables x
List of Figures xii
Abstract xiii
CHAPTER
1: INTRODUCTION 1
1.1 Background to the Study 1
1.2
Statement of the Problem 17
1.3
Purpose of the Study 18
1.4 Research Questions 19
1.5 Hypotheses 19
1.6 Significance of the Study 20
1.7 Scope of the Study 22
CHAPTER 2: REVIEW OF RELATED LITERATURE 23
2.1 Conceptual Framework 23
2.1.1
Teacher professional competencies 23
2.1.1.1
Practical skills 28
2.1.1.2
Knowledge creation processes. 30
2.1.1.3 Pedagogical content knowledge 36
2.1.1.4 Knowledge transfer exercise 38
2.1.2 Teachers’ task performance 41
2.1.2 1 Teachers’ lesson planning task
performance. 57
2.1.2 2 Teachers’ continuous assessment
task performance. 63
2.1.2.3 Teachers’ record keeping task
performance. 69
2.1.2.4 Teachers’ lesson delivery
task performance. 72
2.1.3 Effective instructional
delivery. 75
2.1.3.1 Provision of necessary
information for learning. 78
2.1.3.2 Establish clear and simple
communication skill. 79
2.1.3.3 Make explicit connections. 79
2.1.3.4 Prepare students. 79
2.1.3.5 Integrate assessment. 79
2.1.3.6 Teach students strategies for
learning. 80
2.1.3.7 Demystify literacy practices
and performances. 80
2.1.3.8 Use of different
instructional methods. 80
2.1.3.9 Ask students to generate a
range of ideas. 81
2.1.3.10 Provide meaningful
opportunity for practice. 81
2.2 Theoretical Framework
82
2.2.1The expectancy theory by Vroom
(1964) 82
2.2.2 The goal setting and task
performance theory by Lockes
and Lathams (1990)
83
2.2.3 Theory of pedagogical content
knowledge by Shulman (1986) 84
2.3
Empirical Studies 87
2.4
Summary of the Reviewed Related Literature 94
CHAPTER 3: METHODOLOGY 98
3.1 Design of the Study 98
3.2 Area of the
Study 98
3.3 Population of the Study 100
3.4 Sample and Sampling Techniques 100
3.5 Instrument for Data Collection 101
3.6 Validation of the Instrument 102
3.7 Reliability of the Instrument 102
3.8 Method of Data Collection 103
3.9 Method of Data Analysis 104
CHAPTER 4: RESULTS AND DISCUSSION 105
4.1 Results
105
4.2 Summary of Findings 121
4.3
Discussion
of Findings 121
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 128
5.1
Summary
of the Study 128
5.2
Conclusion
129
5.3
Recommendations 130
5.4
Educational
Implications of the Study 131
5.5
Limitations
of the Study 132
5.6
Suggestions
for further Study 133
References
Appendices
LIST
OF TABLES
2.1 Types of instructional materials 48
2.2 Typical time-table for unity senior
secondary school 56
4.1 Correlation matrix of relationship between
teachers’ practical 105
4.2
Regression analysis of relationship between teachers’ practical
skills and effective instructional
delivery. 106
4.3
Correlational matrix of relationship between teachers’ knowledge
creation process and effective
instructional delivery. 107
4.4
Regression analysis of relationship between teachers’ knowledge
creation process and effective
instructional delivery. 108
4.5
Correlational matrix of relationship between teachers’ pedagogical
content knowledge and effective
instructional delivery. 109
4.6
Regression analysis of relationship between teachers’ pedagogical
content knowledge and effective
instructional delivery. 110
4.7
Correlational matrix of relationship between teachers’ knowledge
transfer and effective instructional
delivery. 111
4.8
Regression analysis of relationship between teachers’ knowledge
transfer and effective instructional
delivery. 112
4.9
Correlational matrix of relationship between teachers’ lesson
planning and effective instructional
delivery. 113
4.10 Regression analysis of relationship between
teachers’ lesson
planning and effective instructional
delivery. 114
4.11 Correlational matrix or relationship between
teachers’ continuous
assessment and effective instructional
delivery. 115
4.12 Regression analysis of relationship between
teachers’ continuous
assessment and effective instructional
delivery. 116
4.13 Correlational matrix of relationship between
teachers’ record
keeping and effective instructional
delivery. 117
4.14 Regression analysis of relationship between
teachers’ record
keeping and effective instructional
delivery. 118
4.15 Correlational matrix of relationship between
teachers’ delivery of
lesson and effective instructional delivery.
119
4.16 Regression analysis of relationship between
teachers’ delivery of
lesson and effective instructional
delivery. 120
LIST
OF FIGURES
2.1: Knowledge (informing) and knowledge (proceeding) 31
2.2: Conceptual structure of knowledge sharing and production 35
CHAPTER
1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education is recognised all over the world as a veritable tool for
bringing about the needed change and transformation in society. As a dynamic
instrument of change, education possesses the potentials for positive change in
peoples’ lives and their environment. Nwabueze (2011), opined that education is
the industry that produces manpower for socioeconomic, political and cultural
development of any given society. It is through education that societal values,
norms, culture, needs and aspirations are inculcated in the people. It is a
weapon for acquiring skills, relevant knowledge and habits for surviving in the
changing world. It serves as a qualitative process of bringing about a
relatively permanent change in human behaviour. Attainment of quality education
in line with the goals depends largely on the level of instructional delivery
going on in school organization. Instructional delivery is all about to
instruct.
Instruction could
be seen as statutory curricula functions that are performed by a teacher, In
his view, Baribor (2003) explained that, to instruct means building into the
mind, knowledge of facts, relations, rules or principles of one kind or
another. Instruction is a process of communication of a certain kind, and that
kind is one that includes: giving reasons, evidence and argument for the
purpose of helping another to understand or arrive at the truth (Modebelu,
2015). Instructional delivery could be
seen as statutory curricula functions that are performed by the teachers to help
learners achieve the set educational goals in schools. This ultimately depends
on the commitment of teachers to make good and adequate use of both human and
material resources to ensure effective instructional delivery in the
teaching-learning process (Ayeni, 2010).
Effective
instructional delivery however, is the ability of the teacher to demonstrate
sound professional attributes like scholarship acquired through adequate
training. It is pivotal to successful teaching, students’ learning out comes
and attainment of quality education in secondary schools. Effective
instructional delivery can manifest in teacher’s knowledge of the
subject–matter, skills and competencies in the teaching and learning processes,
which leads to the accomplishment of the stated educational goals. This implies
the need for the professionally competent teachers that possess the qualities
and skills/ or competencies needed for effective teaching and learning within
the school setting (Ayeni, 2010). Competent teachers must know what to teach,
how to teach, and whom to teach. The aim of instructional delivery is to
deliver the curriculum or lesson prepared efficiently so as to achieve the set
goals and standards in schools. Effective instructional delivery occurs when
the essence of instructional delivery has been accomplished through
instructions at any of the three levels of education (primary, secondary and
tertiary) in Nigeria. For the purpose of this study, attention is on secondary
education. Ferlazzo (2013), highlighted ten elements of effective instructional
delivery which include: provision of necessary conditions, institute and
communicate clear and specific learning objectives, make clear connection
between present and past lesson, train students, incorporate assessment, teach
students strategies for learning, expose literacy practices and performance,
use various instructional methods, ask students to produce a range of ideas
and provide meaningful opportunities
practice
Secondary education
offered in secondary schools by teachers
is a very important level of education in Nigeria, where many of
adolescents, youths, future hopes and leaders are located. No wonder Federal Republic
of Nigeria ( FRN) (2013), emphasized its goals of preparing individuals
for useful living and higher education. It also stipulated that instructional
delivery is one method of achieving the goals. Effective instructional delivery
at secondary school level therefore, refers to a situation where the goals of
secondary education are attained through quality instructional delivery. At
this level of education, teachers are the primary agents of effective
instructional delivery.
Teachers in generic
sense include all male and female educational personnel who work with learners
(that is the teachers, administrators, counsellors, librarians, ICT
instructors, curriculum and instructional consultants). The foregoing
personnel, in one way or the other, influence and help learners to learn. No
wonder Modebelu (2007) defined teachers as group of individuals trained mainly
to impart knowledge and skills to youths and adults to help them develop
healthy attitudes and live together with all Nigerians. Usually, the teacher
can be seen as someone who has undergone a formal training programme. He has trained
knowledge of taking one out of darkness in order to see light (Modebelu, 2015).
Mkpa (2008) did not believe in teachers in generic sense. Mkpa is of the
opinion that teachers must be trained. Trained teachers are therefore,
individuals that underwent and completed in a formal teacher training
institutions, a planned programme of training, among other areas in the
principles and practice of education and were exposed to an observed period of
internship either after or as part of the period of training.
The male and female teachers in secondary schools both in rural and
urban areas have many crucial tasks to perform in order to ensure effective and
efficient students’ learning through effective instructional delivery.
Teaching in which
instructional delivery is an aspect, is a profession occupied by trained
professional teachers. A profession is an occupation that requires advanced
training and demands of its members, prolonged specialised training in its
special field, thereby making them a distinct group (Nigeria Teachers’ Service
Manual, 2013). Nigeria Teachers’ Service Manual, defined professional teacher as a person who
has the registration related professional qualification which helps him to be
appointed to instruct at any appropriate level of recognised education in
Nigeria and who is of sound mind and is mentally alert. Teachers as members of
teaching profession require teachers’ professional competencies which involve
the development of artistic capacity of any kind of speed and ability in the
performance of task.
Competencies are sets of defined behaviours that provide a
structured guide enabling the identification, evaluation and development of the
behaviours in individual employees. Competencies are acquired knowledge, skills, attributes and behaviour
traits required for individual to build organisational success (Butler, 2006).
Competencies are the abilities, qualities, strengths and skills required for the
success of the employee and the organisation. Competencies are best described
as a complex combination of knowledge, skills, understanding, values, attitudes
and desire which lead to effective and embodied human action in the world in a
particular domain (Deakin, 2008). Competencies consist of skills whose mastery
would influence the attainment of effectiveness and efficiency in one’s job.
Competencies can be defined as the skills, knowledge, attitudes, and
motivational variables that form the basis for mastery of specific situations
(Epstein & Hundert, 2002; Klieme, Hatig,
& Raugh 2008). According to this approach, skills, knowledge,
attitudes, and motivational characteristics are not built, but learnable and
teachable. The term professional competence is the application of the concept
to working life, particularly in highly complex and demanding professions, in
which mastery of situations is especially dependent on the interplay of
knowledge, skills, attitudes, and motivation (Epstein & Hundert, 2002).
Several researchers have suggested that, the concept of professional competence
may be fruitfully applied to the teaching profession (Ololube, 2005) and that,
the multi dimensional concept of professional competence makes it possible to
integrate several strands of empirical research on the necessary
characteristics of teachers. There are therefore, expected competencies needed
in every profession such as teaching profession.
Teacher professional competencies are the broad professional knowledge, attitude, and
skills required in order to work in an educational institution or teaching
profession (Obasi & Oluwuo, 2008). Disciplinary knowledge and the
application of concepts, processes and skills are required in a test of teacher
professional competence in an
education institution. Teacher
Professional Competency can be seen as the capability to do the duties
of one's profession generally, or to perform a particular professional task, with skill of an
acceptable quality (Alvero &
Diaz, 2005). Similarly, Desimone (2009) is of the opinion that there is a
positive relationship between the professional competence of a teacher and task
performance for the achievement of educational goals and students’
productivity. This explains why teachers should maintain strong commitment to
reaching their set goals and persevere with resilience in the face of difficult
situations. There is no doubt that
teacher professional competencies are very important factors that determine
teachers’ task performances in education industry. Adequate teachers’
professional competency promotes teachers task performance hence both determine
effective instructional delivery. It is on the professional competencies of the
teachers that the success of educational endeavors depend. The development of
teachers’ professional competencies is geared towards the improvement of
knowledge and skills of the teachers in support of current roles or task, which
prepares them for future role.
Teacher
professional competencies encompass the following features: teacher
pedagogical content knowledge, practical skills of teaching, teacher
involvement in knowledge creation and
teacher knowledge transfer exercises, as well as dispositions
(motivation, beliefs, value orientations and emotions) (Rychen & Salganik,
2003).
Pedagogical content knowledge (PCK) is defined as the
knowledge necessary to do subject content accessible to students (Hill, Rowan
& Ball, 2005; Krauss, 2008). Pedagogical content knowledge (PCK) according
to Falk (2011) was introduced as the dimension of subject matter knowledge for
teaching. Steele (2010) considered PCK as an important amalgamation of content
and pedagogy that is especially the provice of teachers, their own special form
of professional understanding. PCK is a characteristic of teacher knowledge of
how to teach the subject matter (Epstein & Hunder 2002). PCK is the
knowledge that teachers create how to teach a particular content on particular
ways to lead to enhanced students understanding (Klime, Hatig & Rauch,
2008). Another professional competency of teachers is practical skills.
Practical skill means the ability of a teacher to
carry out all the laboratory practices in an efficient manner. Teaching is a
versatile field that requires at all times, the correct identification of indices
of developments in the society. This responsibility makes it imperative that
teacher can be an embodiment of a constant search for updated knowledge in
various fields of life that is latest information, skills and breakthrough.
Macmillan Dictionary (2007), practical are defined as an examination or lesson
in which the teacher makes things. The doing depends on acquisition of the
required skills which demonstrate an expertise in doing something. The terms
practical skills go hand in hand with effective teaching and learning. A
professional competent teacher must possess this practical skills or competency
in order to achieve effective instructional delivery. In addition, another
professional competency of teacher is knowledge creation.
Knowledge creation
is the capability to create, recognize, disseminate widely, and embody
knowledge in the students. This requires that, the institution develops
effective knowledge harnessing, reuse, and learning from prior knowledge.
Knowledge creation among teachers is a major issue in current movements of
education reform and school improvement. The teacher is considered the key
element for the success of school education (Modeblu, 2007). By creating
knowledge, teachers gain more than they lose. Creating knowledge is a
synergistic process needed by teachers in the school system for productivity.
When teachers create an idea or a way of doing things with another teacher,
then, just the act of putting their ideas into words or writing will help them
shape and improve that idea. If they get
into dialogue with the other person, then, they would benefit from their
knowledge, their unique insights and improve their ideas further. Another
professional competency is knowledge transfer.
Knowledge transfer
competency exercise is the practical process of
transferring knowledge from a teacher to the learner. Like knowledge management, knowledge transfer seeks to organise, make, capture
or distribute knowledge and ensure its availability for future users (Nwabueze,
2009). It is considered to be more than just a communication process. It enables teachers to meet complex
demands, by mobilising psycho-social resources in context, deploying them in a
coherent way. It empowers the teacher to act professionally and appropriately
in a situation (Koster & Dengerink, 2008). It helps ensure teachers'
undertaking of tasks effectively achieving
the desired outcome, and efficiently optimizing
resources and efforts. It can be demonstrated to a certain level of achievement
along a continuum (Kruss, 2008). Professional competent teachers create
conditions in which students can engage in meaningful problem situations, tasks
or projects, based on their cognitive, emotional and social characteristics.
They provide students with the resources they need to take part in the learning
situations. They equally guide students in selecting, interpreting and
understanding the information provided in the various resources and in
understanding the elements of a problem situation or the requirements of a task
or project, as well as support students’ learning by asking questions and
providing frequent and relevant feedback to promote the integration and
transfer of learning. They also encourage teamwork (Oragwu & Nwabueze,
2015).
Professionally
competent teachers gather information as students are engaged in a learning
situation in order to identify their strengths and weaknesses and to review and
adapt their teaching accordingly. They take stock of the learning acquired by
students in order to assess their mastery of the related competencies; design
or use tools to evaluate students’ progress and mastery of competencies as well
as communicate expected outcomes to students and parents as well as provide
feedback on student progress and mastery of competencies using clear, simple
language. They work with the teaching team to determine the desired stages and
rate of progression within the cycle concerned (Modebelu, 2015). Teachers should task themselves to work to achieve effective instructional delivery
in secondary schools.
Task is an activity
that needs to be accomplished within a definite periods of time or by a dead
line of time. A performance generally
comprises an event in which a performer or a group of performance presents one
or more works of art to an audience or class. A performance may also describe
the way in which a teacher performs in the class. Task performance is any
learning activity or assessment that assists students to perform and
demonstrate their knowledge, understanding and proficiency. Task performance produces
a tangible product and performance that serves an evidence of learning.
Nwabueze, (2006) opined that task performance is routinely used in certain
disciplines such as visual and performing arts, physical education and
career-technology where performance is the natural focus of instruction.
However, such task can be used in every subject area and at all grade levels.
Task performance is
a working process which occurs when an assigned person (or work group of
persons) effectuates a task plan: It refers to a manner in which they realize
the work which was projected for a task (Madumere-Obike, Okeke & Nwabueze, 2013). Teachers’ task
performance could be seen as the performance of teachers in their respective
tasks or teaching assignments. It represents authentic work that engages
teachers in planning, performing and reflecting activities that are focused on
the assigned classroom. The tasks serve
two purposes such as to: provide a way for teachers to demonstrate their
readiness for classroom teaching, and scaffold the teacher candidate’s work
during the student-teaching experience.
Tasks expected of
teachers for effective instructional delivery include: preparation of lesson
note, writing of scheme of work, periodic assessment of students, researching
with teaching and learning materials, improvisation and use of instructional
materials, marking of exercises and assignments, and regular feedback and
motivation of students through effective instruction. All these are expected
teacher’s task and need to be adequately performed. Performance of these tasks
leads to effective instructional delivery. Teachers should perform these tasks
creditably for enhanced instructional delivery. Teacher’s adequate task
performance could be a way of achieving effective instructional delivery in
schools. In order to produce positive task performance in school, Nwabueze,
(2011), opined that, teachers have to make a psychologically non-threatening,
non–inhibiting climate but at the same time a cognitively challenging situation
to help the learners to predict the consequences of certain causes of action
and to identify, if need be, alternative activities. Aside the knowledge of
lesson plans, record-keeping, use of audio-visual aids and standardized
testing, it is also imperative for the teacher to possess a good measure of
self-understanding, psychological awareness and insight so as to be able to show
expert quality in the performance of instructional tasks (Bottery, 2011).
Since there is a
task attributed with the main element of its plan (the task goals, a plan of
actions to reach these goals reasonably and certain success measures to
appraise effectiveness of these efforts) it is time to appoint the right
performers who are able to undertake the practical work. Success of task
performance (proper accomplishment of the practical work) is based upon the
following matters (they are necessary for performers to be effective in their
actions. The teacher is expected to perform the following tasks: planning of
lesson notes, writing of lesson note, effective delivery of lessons, proper
monitoring and evaluation of students’ performance, providing regular feed-back
on students’ performance, improvisation of instructional materials, adequate
keeping of records and appropriate discipline of students to produce and
enhance expected learning and achievement in secondary schools (Ayeni, 2010).
The teacher tasks indicators/traits highlighted by (Ameen. 2007) include:
understanding of educational; goals, continuous learning, professional competence,
sound knowledge of the subject matter, proper planning of lessons, regular
curriculum implementation optimization of instructional resources, periodic
assessment of students learning outcomes, expectations of success for all
students, record keeping, self-understanding and control, psychological weight
and collegiality.
Delivery of
lessons is one of the tasks performed by a teacher for effective instructional
delivery in secondary schools. Having planned the lesson in consultation with
some enabling documents the curriculum, syllabus and scheme of work and after
developing the outline of the lessons that is the lesson plan the teacher at
this stage is then ready to deliver or teach his lesson. Baribo, (2003) refers
delivery as the actual instructing of lesson as planned. Another task performed
by a teacher is record keeping. A teacher has to keep his record very well to
achieve effective instructional delivery.
Records keeping in school is another tasks performed
by a teacher Aguba, (2009) defined school record as pieces of information kept
on relevant events about a school for present and future use. Adedeji, (2006)
defined school records as the creation, storage, retrieval, retention and where
information are been deposited to what goes in the school and that, such
information can be personnel, equipment and other information for the
achievement and the growth of the organization. It can be agreed that school
records is the information bank of the school and character of the school. In
addition note of lesson is another task that is performed by the teachers
without it a lesson cannot be achieved.
Note of lesson is
another document arising from the scheme of work. This is prepared by each
subject teacher for each class and for each period in a week. Unachukwu (2014),
defined notes of lesson as the splitting of each lesson topics into logical and
sequential manner, stating objectives to be achieved during the lesson, the
activities of the teacher and students in the course of the lesson, the teaching
methodology adopted by the teacher, teaching aids to be used as well as evaluation
and the summary of lesson. Notes of lesson are usually submitted for scrutiny
and endorsement at the end of every week preceding the week when the lesson
will be taught. Moreover continuous assessment is another task that is
performed by the teachers in secondary schools
Continuous assessment is one of the tasks performed by
a teacher. The manual on continuous assessment (CA) as a way of finding out
what the students’ have gained from learning activities in terms of knowledge,
thinking and reasoning, character development and industry. It is a periodic
evaluation which forms part of the final assessment of the individual. Baribor
(2004: 380) defined continuous assessment as “all records that make provisions
for the accumulations of significant and comprehensive information about an
individual student over a period of time”. Another task that is performed by
the teachers is the scheme of work.
Scheme of work is a further breakdown of the syllabus
of each subject into terms and weeks. The scheme of work is therefore a
document that shows all what should be done in each subject in term and every
week of the term. (Unachukwu 2014). It is usually prepared at the beginning of
a session and term and is broken down in modules. The scheme of work can be
regarded as a work plan, which ensures that all topics listed in the syllabus
are adequately covered. In addition diary of work is a task performed by a
teacher,
Diary of work is
another task of a teacher. Dairy of work is kept in class by class and is
usually made up of two sections namely, the scheme of work and the record of
work done. The first section contains the scheme of work and by extension the
syllabus. This section is a record proposed work to be covered week by week,
term by term in a year for each subject and for a particular class. On the
other hand, the second section contains a record of work actually done, and is
recorded week by week. Entries of diary of work are made by each subject
teacher and should be endorsed. At the end of every week the form teacher
submits the diary of work for his class to the principal or dean of the studies
or any teacher in charge of diaries for checking and further endorsement. Again
lesson planning is a task performed by a teacher.
Lesson plan is a
task of a teacher. Lesson plan is a well taught out, orderly and sequential
arrangement of a lesson on paper (Baribor, 2003). The most important thing
teachers want to do in the class is to communicate and impart knowledge for
effective instructional delivery. This means that message goes from person who
originated it and then received by the target audience – his students. Unless
the message is comprehended by the audience, communication is not complete. In
order words the sender of the message -the teacher -must ensure that the
message is comprehensible and hence the need of adequate planning. It is the
schedule or pre-planned sequence of steps to be followed by a teacher so as to
make his lesson comprehensible and comprehended by his students that is called
a lesson plan.
The purpose of any
teacher in the classroom is to help learners learn, enquire, solve problems,
and cope with their own emotional needs and tensions. The teacher promotes effective
instructional delivery from the domain of teaching and learning through
creative idea, participation and cooperative learning, research, analysis and
critical thinking, problem solving, innovation and encouragement of creative
and divergent thinking. These lead to the proper development of knowledge,
skills, and attitude, values that enable students to function effectively and
live as responsible citizens as well as make useful contribution to the
society. Teaching therefore, is one of the major task performance roles of a
teacher.
Teaching, which is
the formal role of a teacher, is a systematic process of imparting desirable
knowledge, values, attitude and skills to the learner. Effective teaching is a systematic, rational
and organised process of transferring knowledge, skills, attitudes and values
into the students in accordance with certain professional principles. Effective
and experience teachers perform the essential duties that lead to realisation
of educational objective. Adeniyi (2007), supported this by saying the need for
adequate provision of human and material resources for effective teaching to
promote the acquisition of saleable skills by students for possible employment
generation. Teachers, therefore, need some level of professional competencies
to perform tasks relevant to effective instructional delivery.
The teachers’
professional competencies and effectiveness indicators/traits highlighted by
Bottery (2008), include: understanding of educational goals, continuous
learning, professional competence, sound knowledge of the subject matter,
proper planning of lessons, regular curriculum implementation, optimization of
instructional resources, class management, assessment of students’ learning
outcomes, expectations of success for all students, record-keeping,
self-understanding and control, psychological insight and collegiality.
The issue of
teachers’ professional competencies and task performance as determinants of
effective instructional delivery has become a concern in educational system and
standards. In most developing countries of the world including Nigeria, there
has been a growing awareness about teachers’ professional competencies and task
performance which is a key to effective instructional delivery and high
standard in educational system (Nwabueze, 2006). The need to undertake this
study therefore stems from the fact that, the success or failure of any school
programmes and activities appear to depend on how well the teachers interact
with the students. The teacher as the classroom instructional leader needs to
be effective in his or her interaction with the students through the
instructional process. Any school that is lacking behind in academic
performance and instructional delivery cannot be deemed to be effectively administered.
Another need for undertaking this study
also stemmed from the fact that a teacher’s task performance are partly
determined by effective teaching which is measured by his student’s academic
performance in examinations.
Unfortunately, it appears that effective of instructional delivery in secondary
schools have been poor. This is evident in the low academic achievement of
students in West African Senior Certificate Examination (WASCE) and National
Examination Council (NECO). For instance, the May / June WASCE between
2001-2005 in Nigeria has declined with mass failure recorded in English
Language and Mathematics (Dike & Adebayo, 2011). According to him this has
been attributed to the issue of teachers’ professional competencies and task
performance which need to be addressed.
Several studies
have been carried out on teachers’ professional competencies and task
performance in order to improve teaching and learning. For instance Ayeni
(2010), investigated the relationship between teachers’ performance of
instructional tasks and students’ academic performance in the teaching-learning
process of secondary schools in Ondo State. He found out that instructional
tasks performed by the teachers are the preparation of lesson notes, writing of
scheme of work, and periodic assessment of students’ learning. While the tasks
that are least performed by teachers are research in teaching and learning
activities, improvisation and usage of instructional materials, marking of
exercises/assignments, and regular feedback to students.
Another research has been carried out, in the work of
Ololube (2006), a research was conducted on professional and non-professional
teachers’ methodological competencies among secondary school teachers in
Nigeria. The main focus of this study was the impact of the professional and
non-professional teachers’ methodological competencies as a predictor of their
teaching effectiveness, and how it aligns with other existing research studies.
The study identified factors that create barriers to teachers’ methodological
competencies between the two categories of teachers used in this study. The
methodological competencies are interaction involvement, conflict resolution
style and team-work attitudes. None of these
researchers investigated on teachers’ professional competencies and task
performance as correlates of effective instructional delivery in secondary
school in South–East Nigeria. Hence there exists gap in knowledge which the
study intends to fill by investigating teacher professional competencies and
task performance as correlates of effective instructional delivery so as to
contribute to the improvement of teachers’ effective instructional delivery. The question is
whether South–East Nigeria teachers can do better in effective instructional delivery.
They can only if they have professional competencies and task performance.
It is against this background that this study intends
to investigate teachers professional competencies and task performances as
correlates of effective instructional delivery in secondary schools in South
east Nigeria. These eight variables, namely practical skills, teachers’
knowledge creation process, pedagogical content knowledge skill, knowledge
transfer competency, adequate lesson planning adequate continuous assessment,
adequate keeping of records and adequate delivery of lesson performance are the
measures of professional competencies and task performance of public secondary
school teachers in South–East Nigeria.
1.2 STATEMENT OF THE PROBLEM
Secondary education
offered in secondary schools in Nigeria is designed to prepare individuals for
useful living and higher education. These goals appear not attainable as the
products of secondary schools are currently accused of poor academic
performance and poor learning. These flaws could be due to ineffective
instructional delivery. This on the other hand seems to be caused by teachers’
inadequate task performance in secondary schools. Inadequate task performance
on the part of these teachers may be due to inadequate or lack of teachers’
professional competencies imperative for accomplishing or reforming the
expected tasks. It therefore, appears that teachers do not possess the
professional competencies needed for their task performance so as to achieve
the effective instructional delivery in secondary schools. Globally effective
instructional delivery stands as a testimony to teachers’ professional
competencies and task performance. Education stake holders in Nigeria are
openly lamenting over poor and sub- standard secondary products flooding and
affecting secondary schools of late. For some time now students’ performance in
internal and external examinations has been perceived to be generally poor. A
lot of utterances by people in the streets, homes, television discussions, pages
of newspapers have seemingly pointed to areas of our falling standard in our
educational system. West African Examination Council (WAEC). National
Examination Council (NECO), Joint Examination and Matriculation Board (JAMB)
and junior WAEC examinations have been unimpressive and seem to lay credence a
worsening instead of improving academic scenario for sometimes now. A lot of
quarters especially employers of labour have also reiterated an observation
that Nigerian schools graduates at all levels are unemployable. These seem to
have put teachers’ professional competencies and task performance in respect to
effective instructional delivery in doubt especially in South East Nigeria.
However all these are mere speculations without empirical backup. The problem
therefore is does teachers’ professional competencies and task performance
correlates effective instructional delivery in secondary schools? The study
therefore determined the extent teachers’ professional competencies and task
performance correlates effective instructional delivery in secondary school in
South–East Nigeria.
1.3
PURPOSE OF THE STUDY
The study examined
teachers’ professional competencies and task performance as correlates of
effective instructional delivery in public secondary schools in South East,
Nigeria. Specifically, the study sought to:
1.
find out the
extent teachers’ practical skills correlate effective instructional delivery in
secondary schools.
2.
ascertain the
extent teachers’ knowledge creation process correlates effective instructional
delivery in secondary schools.
3.
determine the
extent teachers’ pedagogical content knowledge correlates effective
instructional delivery in secondary schools.
4.
find out the
extent teachers’ knowledge transfer correlates effective instructional delivery
in secondary schools.
5.
determine the
extent teachers’ lesson planning correlates effective instructional delivery in
secondary schools.
6.
Determine the extent
teachers’ continuous assessment correlates effective instructional delivery in
secondary schools.
7.
ascertain the
extent teachers’ records keeping correlate effective instructional delivery in
secondary schools.
8.
determine the
extent teachers’ delivery of lesson correlates effective instructional delivery
in secondary schools.
1.4 RESEARCH
QUESTIONS
The following
research questions were answered in this study:
1.
What is the extent
of relationship between teachers’ practical skill and effective instructional
delivery in secondary schools?
2.
What is the extent
of relationship between teachers’ knowledge creation process and effective
instructional delivery in secondary schools?
3.
To what extent of
relationship between teachers’ pedagogical content knowledge and effective
instructional delivery in secondary schools?
4.
What is the extent
of relationship between teachers’ knowledge transfer and effective
instructional delivery in secondary schools?
5.
To what extent of
relationship between teachers’ lesson planning and effective instructional
delivery in secondary schools?
6.
What is the extent
of relationship between teachers’ continuous assessment and effective
instructional delivery in secondary schools?
7.
What is the extent
of relationship between teachers’ record keeping and effective instructional
delivery in secondary schools?
8.
What is the extent
of relationship between teachers’ delivery of lesson and effective
instructional delivery in secondary schools?
1.5 HYPOTHESES
The following
hypotheses were tested at 0.05 alpha significant levels:
HO1 There is no significant relationship between teachers’ practical skills
and effective instructional delivery in secondary schools.
HO2 There
is no significant relationship between teachers’ knowledge creation process and
effective instructional delivery in secondary schools.
HO3 There
is no significant relationship between teachers’ pedagogical content knowledge
and effective instructional delivery in secondary schools.
HO4 There
is no significant relationship between teachers’ knowledge transfer and
effective instructional delivery in secondary schools.
HO5 There
is no significant relationship between teachers’ lesson planning and effective
instructional delivery in secondary schools.
HO6 There is no significant relationship between teachers’
continuous assessment and effective instructional delivery in secondary
schools.
HO7 There
is no significant relationship between teachers’ records keeping and effective
instructional delivery in secondary schools.
HO8 There
is no significant relationship between teachers’ delivery of lesson and
effective instructional delivery in secondary schools.
1.6
SIGNIFICANCE OF THE STUDY
The findings of the study will benefit the following:
teachers, principals, ministry of education and researchers.
The findings of
this study will likely expose teachers on the importance/benefits of being
professionally competent as this would go a long way to enhance their
instructional performances. It will provide useful information to teachers on
the need for staff professional competencies in educational institutions for instructional competitiveness and
effectiveness in the school system. They will equally be of immense help for
teacher productivity and school development. A study of this nature will help
the teachers to adopt and use appropriate instructional materials and method
that will stimulate students. The teachers will also have a good understanding
of the problems associated with students and therefore guide them towards
achieving academic performance. Also this work will make the teachers’ effort
and commitments to be fruitful and they will be fulfilled in their products.
The finding of this study may provide concrete
information to school principals on the needed teachers’ professional
competencies for effective instructional delivery. They can then be guided on
professional development programmes. These strategies will help them to improve
their competencies towards instructional task performance. It will equally help
the principals devise an appropriate way of improving teachers’ task
performance for productivity and school development. School principals will
benefit from the findings of this study because they may be better informed of
the need to establish good working relationships with their teachers.
The findings may inform the Ministry of Education with
information to plan on the need for improving teachers’ professional
competencies in the identified skills for increased task performance as a means
of attaining effective instructional delivery. Also, this study would likely go
a long way to help educational planners, both at the local and state levels to
plan for the future growth of Secondary Schools education in South East States
and the various ways of improving teachers’ professional competencies for
quality and functional education delivery. It will also serve as better ways of motivating staff for effective instructional task
performance. It may equally help them to devise a means of enhancing staff
professional growth. The Ministry of Education may also benefit from the
findings of the study since they play significance roles in inspecting and
approving teachers both internally and externally. They may be better informed
on the need to and how best to retrain teachers in order to equip them on their
professional competencies and task performance.
The findings of this study may contribute immensely to
the body of literature on teachers’ professional competencies and task
performance for effective instructional delivery. It will also be of help to
intending researchers carrying out research on related topics. They would use
the findings of this study for empirical evidence and to draw analogies and
inferences.
1.7
SCOPE OF THE STUDY
The scope of the study covered all the 26,774
principals and teachers. 1,293 principals and 25,481 teachers in 1,293 public
secondary schools in the five states in the South-East, namely: Abia, Anambra,
Ebonyi, Enugu and Imo State.
Nigeria. The content scope of the study is delimited
to the examination of the extent teachers’ professional competencies and task
performance correlates effective instructional delivery in the study area. It
covered teachers professional competencies with special reference to practical
skills, knowledge creation competency, pedagogical content knowledge competency
and teachers’ knowledge transfer as the first independent variable, task performance
with special reference to effective lesson planning, effective continuous
assessment, effective keeping of records and effective delivery of lesson as
the second independent variable. The eight independent sub-variables served as
the objective of correlating effective instructional delivery (dependent
variable) in public secondary schools.
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