Influence of Systems Approach on Teachers’ Effectiveness in Lagos State Colleges of Education
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Date
2019
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Published by the Faculty of Education, University of Lagos, Akoka-Lagos, Nigeria
Abstract
The study examined the influence of systems approach on teachers' effectiveness in colleges of education. A survey type of descriptive research design was used while the target population comprised of final year teacher trainees from Colleges of Education in Lagos State. A fifteen item self-constructed questionnaire on a 4-point Likert scale was used for data collection. Content Validity was carried out by four experts in Measurement and Evaluation while the final draft of the instrument was tested on a sample of thirty students different from those used in the main study in order to determine the reliability using Cronbach Alpha reliability method which yielded an index of 0.89. Data collected were analyzed and tested at 0.05 level of significance through Pearson Product Moment Correlation Statistical Analysis. The findings revealed that the educational system can be improved when a system approach to teaching is well embraced and that the approach promotes quality teaching and learning in the colleges. It concludes that the system approach goes a long way to improve teacher effectiveness and recommends that periodic assessment of system approach to education should be carried out in other to keep abreast of the dynamics of teaching methodology, curriculum change, and use of technology in the classroom among others.
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Keywords
System approach; Evaluation; Pre-service teachers; Education; Training