PERCEPTION OF EDUCATION STAKEHOLDERS ON TEACHERS’ SKILLS AND COMPETENCE IN PRIVATE SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA: IMPLICATION FOR CURRICULUM IMPLEMENTATION

Hanna Onyi Yusuf, Musa Idris Harbau

Abstract


The study investigated the perception of education stakeholders on teachers’ skills and competence in private secondary schools in Kaduna State, Nigeria in relation to its implication for curriculum implementation. The objectives of the study was to determine the skills and competencies that teachers in private secondary schools have for effective curriculum implementation in Kaduna State, Nigeria, and ascertain the relevance of teachers’ skills and competencies in curriculum implementation in private secondary schools in Kaduna State, Nigeria. Descriptive survey research design was adopted for the study. The population of the study consisted of 278 principals, 1183 teachers and 168 ministry of education officials. Out of these, a sample size of 29 principals, 118 teachers and 17 ministry of education officials making the total of 164 respondents used in the study. This sample size represented 10% of the entire population. The sample size was arrived at using random sampling technique in order to ensure ample representation. A researcher made instrument titled “Teachers’ Skills and Competence Questionnaire (TSCQ)” was used for data collection. The validated instrument was pilot tested and a reliability value of 0.84 was obtained. The respondents’ opinions were analysed using frequency, percentage, mean and standard deviation. The null hypotheses formulated in the study were tested using Kruskal-Wallis at 0.05 level of significance. Findings from the study revealed that only very few teachers in private secondary schools demonstrated the required and necessary skills and competencies for effective curriculum implementation. Finding also revealed that to a great extent teacher’ skills and competencies is relevant in curriculum implementation in private secondary schools. Recommendations made include that secondary school teachers should be encouraged to regularly update their knowledge. However, such updating should not involve just subject-based knowledge, but include professional competencies in communication, pedagogy, counselling and ICT.

 

Article visualizations:

Hit counter

DOI

Keywords


curriculum implementation, teachers’ skills and competence

Full Text:

PDF

References


Apelgren, K., & Giertz, B. (2010). Pedagogical competence: A key to pedagogical development and quality in higher education. In Ryegard, A., Apelgreen, K., Olsson, T. A. eds. A Swedish Perspective on Pedagogical Competence. Uppsala University, Sweden.

European Commission (2012). Staff working document, 374, Supporting the teaching professions. Brussels: European Commission.

International Organization for Migration (2014). Needs assessment of Nigerian education sector: Promoting better management of migration in Nigeria. Abuja, Nigeria: IOM.

Korthagen, F. A. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.

Labo-Popoola, S. O., Bello, A. A., & Atanda, F. A. (2009). Universal basic education in Nigeria: Challenges and way forward. The Social Sciences, 4: 614-621.

Nwogu, U. J., & Esobhawan, B. I. (2014). Teacher quality and quantity: Implementation of Universal Basic Education in Nigeria. Academic Research International, 5(1), 199-208.

Olatunji, M.O. (2013). Ensuring and promoting the pedagogical competence of university lecturers in Africa. Journal of Educational and Instructional Studies in the World, 3(3), 73-85.

Oldsjo, F. (2010). Some thoughts from a pedagogical expert. In Ryegard, A., Apelgreen, K., Olsson, T. A. eds. A Swedish Perspective on Pedagogical Competence. Uppsala University.

Olsson, T., Martensson, K., & Roxa, K. (2010). Pedagogical competence: A development perspective from Lund University. In Ryegard, A., Apelgreen, K., Olsson, T. A. eds. A Swedish Perspective on Pedagogical Competence. Uppsala University.

Stacy, Z. (2018). List of core competencies for educators. Retrieved on 18th September, 2018 from https://work.chron.com/list-core-competencies-educators-8916.html

Van Huizen, P., Van Oers, B., & Wubbels, T. (2005). A Vygotskian perspective on teacher education. Journal of curriculum studies, 37(3), 267-290.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Hanna Onyi Yusuf, Musa Idris Harbau

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).