Teacher education and sustainable capacity building for teachers in Nigeria: Implications for adult and non-formal education
| dc.contributor.author | Abdullahi, Nimota Jibola Kadir | |
| dc.date.accessioned | 2020-03-17T10:07:52Z | |
| dc.date.available | 2020-03-17T10:07:52Z | |
| dc.date.issued | 2017-08 | |
| dc.description | main article | en_US |
| dc.description.abstract | This study investigated teacher education and sustainable capacity building for teachers in public senior secondary schools in Kwara State. The purpose of this study are to examine the relationship between instructional skill, pedagogical skill and sustainable capacity building for teachers in Nigeria. To achieve the purpose of this study, two hypotheses were formulated and tested. Quantitative research design was used for the study. A self-designed instrument titled “Teacher Education and Sustainable Capacity Building of Teachers Questionnaire” (TESCBTQ) was used to collect data for the study. The population of this study comprised all 310 principals and 6894 teachers in public senior secondary schools in Kwara State. Sample of 175 principals and 364 teachers were selected for the study with the use of Research Advisor (2006) table of determine sample size of a known population. The data collected were analyzed using t-test statistics at 0.05 level of significance. The findings show that there is no significant difference between the mean scores of principals and teachers on the relationship between instructional skill, pedagogical skill and sustainable capacity building for teachers. It was concluded that instructional and pedagogical skills displayed by teachers in public senior secondary schools developed them professionally for sustainable capacity building. It was recommended that government should continue to ensure that teacher education effectively improve teachers on instructional skills by developing them to work independently, understanding teaching materials in a more in-depth way, exploring alternative methods of problem solving, helping to be instructional expertise as well as provide professional development for teachers. Furthermore, government should continue to ensure that teacher education improve capacity building of teachers in terms of pedagogical skill by helping them to understand the actual subject matter, develop classroom management skill, improves on the development and implementation of lesson plan, as well as development in the area of lesson plan for sustainable capacity building in public senior secondary schools. | en_US |
| dc.description.sponsorship | University of Ilorin | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/3861 | |
| dc.language.iso | en | en_US |
| dc.publisher | Ibrahim Badamosi Babangida University | en_US |
| dc.relation.ispartofseries | 2;1 | |
| dc.subject | teacher education | en_US |
| dc.subject | capacity building | en_US |
| dc.subject | Sustainable development | en_US |
| dc.subject | Nigeria | en_US |
| dc.title | Teacher education and sustainable capacity building for teachers in Nigeria: Implications for adult and non-formal education | en_US |
| dc.type | Article | en_US |