European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.160825
Volume 2│Issue 5│2016
INFLUENCE OF PRIMARY EDUCATORS (PED) AREA OF
SPECIALIZATION ON THE IMPLEMENTATION OF CHANGED
MINIMUM STANDARDS IN NIGERIAN COLLEGES OF EDUCATION
Grace. B. Uyagu1, Hanna Onyi Yusuf2i
Department of Curriculum and Instruction,
1
Federal College of Education Zaria, Nigeria
Department of Educational Foundations and Curriculum,
2
Ahmadu Bello University, Zaria, Nigeria
Abstract:
It is a fact that one can only give what he or she has. This is applicable at our various
levels of teaching and learning processes. It is more of the reason this paper focuses on
influence of Primary Educators’ area of specialization on the implementation of
changed minimum standard in Nigerian Colleges of Education. It focuses on issues
which influence (PED) educators implementing curriculum changes. In this paper two
objectives were formulated which include: to examine the influence of PED educators
area of specialization on the implementation of changed minimum standards in Nigeria
Colleges of Education and to determine the extent to which changes in mode of
teaching influence PED educators job performance in Nigeria Colleges of Education.
The paper was guided by two research question sand two null hypotheses were tested
which are: what is the influence PED educators’ area of specialization on the
implementation of changed minimum standards in Nigeria Colleges of Education? And
to what extent has changes in mode of teaching influenced PED educators job
performance in Nigerian Colleges of Education? This paper adopted ex-post facto
research design with target population of seventy-seven thousand, three hundred and
eighty six (77,386). A sample of 643 PED educators and PES students were selected for
the study from the total of thirteen colleges which is made up of four federal and nine
state Colleges of Education. The data for this study were analyzed using simple
percentages while the hypotheses were tested using chi-square at 0.05 level of
significance for acceptance or rejection. Finding from the study revealed that the area of
specialization of PED educators have significance influence on the implementation of
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Grace. B. Uyagu, Hanna Onyi Yusuf INFLUENCE OF PRIMARY EDUCATORS (PED) AREA OF SPECIALIZATION ON THE IMPLEMENTATION
OF CHANGED MINIMUM STANDARDS IN NIGERIAN COLLEGES OF EDUCATION
the changed PED minimum standard in Nigeria Colleges of Education. The paper
therefore, based on the finding recommended that preference should always be given to
educators with specialization in PED during recruitment and assignment of PED course
for teaching. The paper also recommended that there should be continuous teaching
orientation through seminars and workshops especially when changes in mode of
teaching are required due to dynamism in knowledge.
Keywords: primary education educators, minimum standards, area of specialization,
changes in mode of teaching
Introduction
Primary school pupils have the right to be taught by competent teachers who give a
clear understanding of how pupils imbibe instructions and such teachers must acquire
appropriate skills and knowledge in terms of educational background and area of
specialization to carry out their assignment. Primary education serves as the foundation
level of all other educational levels by providing the children with a good preparatory
ground for further education. In realization of the important role and the place of
primary education in National development and globalization, there has been agitation
for more functional, qualified and competent teachers to handle the teaching of basic
education pupils across the nation.
However, at the global level, the United Nations came up with a target that all
member states should seek to achieve the following goals on Basic education:
i.
Ensuring that by the year 2015, all children particularly girls, children in difficult
circumstances and those belonging to ethnic minorities should have access to a
complete, free, compulsory and good quality primary education.
ii.
Ensure that the learning needs of all young people are in line with the MDGs.
iii.
Eradicate extreme illiteracy, poverty and hunger.
iv.
Achieve universal primary education by 2015 (Sofowora, 2010, p. 13).
For the above mentioned points to be achieved, the important point to note is the
area of how to get quality teachers that will be able to teach the pupils and meet their
individual educational needs and aspirations. It demands for teachers that are
specifically trained to be able to inculcate quality skills and knowledge to the pupils
being carefully considered. Then, the focus should be on production of qualified PES
teachers and the need for continuous changes in minimum standard of the teacher
training institutions.
Presently, there is the challenge of professionally qualified teachers (Sofowora,
2010). According to Egwu (2009), there are alarming difference between teachers
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certified qualifications, most especially in PES departments, NCE Level; and their actual
teaching competence and performance on the job. Statistics revealed that a large
number (70%) of teachers having below the National Certificate in Education (NCE)
abound in North-East and North West (Sofowora, 2010). Based on statistics obtained
from Teachers’ Registration Council of Nigeria (2004), the short fall in competent,
certified and qualified teachers are: 969,078 for early childhood care development
education, 338,147 for primary education, 581 for JSS, 1,580,000 for adult literacy and
12,329 nomadic education (Sofowora, 2010).
The types of changes carried out in a curriculum revolve round the spread of
new knowledge, skills or techniques. Based on MacDonald (1991), there are two types
of curriculum change, which are: top-bottom and bottom-top. In top-bottom,
curriculum change, the nature of running the system is very prescriptive and therefore,
denies subordinates the opportunity of making inputs in the administrative procedure;
and this type of change is authoritative-based. It does not encourage teacher’s
collaboration in the curriculum development and review process. According to Ivowi
(2006), this type of change in curriculum does not encourage teachers’ collaboration in
the curriculum development and review processes. The genesis of top-bottom pattern is
often traced to the false thinking by policy makers that curriculum issues are too
technical and compact for classroom teachers to make any meaningful input as well as
the crave to wield power and authority around the top cadre in the system. This is one
of the problems that has necessitated this study.
The bottom-top pattern according to Uwatt (2009), projects the fact that a
yearning gap exists between the ideas and realities of curriculum implementation. The
idea is the assumption that the curriculum has been reviewed, new ideas infused and
sent down the main stream for implementation while the reality is that the key actors to
implement the changes are battling with both the task of getting to know what the
entire thing is all about and putting it aside when it seems to make no meaning to them.
This has to do with what the teacher understands and accepts as new knowledge
or change as well as the value he places on the new ideas. Inevitably, the teachers’
understanding of the new body of knowledge helps to give meaning and the attendant
form/structure to pass on the ideas to learners, while acceptance engenders the
commitment to execute the new ideas. Gap exists when in concrete terms, the new ideas
or knowledge exist only on papers and not actualized in the classroom.
Macdonald (1991) is of the opinion that teachers’ understanding, their sense of
responsibility, their commitment to effective delivery of educational experiences to their
learners, are significantly enhanced when they own the ideas and equally author the
means by which ideas are translated into classroom practice. He further observed that
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resistance comes when teachers are struggling with meaning of changes as well as the
implications they have on the lives of the learners. Indeed, Macdonald encourages
policy makers to put in place facilities to get teachers discover what is required of them,
how they can share in the innovation and translate them into programming and
classroom practice. The researcher will like to say here that teacher quality determines
the sustainability of changes in minimum standard.
Concept of Teacher Quality
Teacher quality and quality of teaching have long been identified as factors that are
linked to students’ achievements. Leigh (2007) opined that teachers’ quality means the
ability of teacher to raise students’ performance on tests as well as skills; and also work
well with other teachers and school administrators for the purpose of raising the
performance of students. In line with the above definition, Amoor (2010) was of the
view that, it is pertinent to say that teacher quality entails effective and excellent
teaching that improves students learning and satisfaction.
Based on the above conceptions, a quality teacher therefore, means teacher
mastering the subject he/she teaches and how to teach it to the students; understand
how students learn and what to do when they are having difficulty, be able to use
effective teaching methods for those who are learning easily as well as those who have
special needs. Teacher quality is an important determinant of student learning outcome
especially in PES with a programme that specially takes care of the foundation level of
education.
Ferguson (1992) concluded from his research in Ghana that “good teachers have
distinguishable impacts on students’ examination scores”. Sanders (1996) found that the
single largest factor affecting academic growth of population of students is differences
in effectiveness of individual classroom teachers. He further propounded that the
higher a teacher is qualified, the higher his or her level of education in the teaching
profession.
Teacher Quality and Job Performance
The success of an organization depends on the effective performance of employees and
such performance will depend to a large extent on their knowledge and skills and not
necessarily on the modernization of work processes and procedures. According to
Suleiman (2012), teacher job performance is one of the most important factors
determining the quality of education. The entire education system will be shaky if the
performance of teacher is weak and ineffective particularly the trainers of primary
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school teachers. Therefore, effective job performance of teachers is imperative for any
educational improvement.
There are several factors that contribute to a teacher’s performance. In
considering the quality of the teacher, that is, the professional qualities and personal
qualities of the teacher, there must be correlation, in order for the teacher to be able to
perform his job effectively. It is in line with the above that Suleiman (2012), elaborated
on the knowledge bases needed for effective teaching to include content knowledge,
pedagogical content, knowledge of education ends, purposes and values, curriculum
knowledge including materials and programmes, knowledge of learners and
characteristics, knowledge of educational contexts including characteristics of
classrooms, schools, communities and cultures and general pedagogical knowledge
including principles and strategies for classroom management and organization.
The roles of PES educators have been expanding as a result of continuous
changes in PES minimum standard. To this end, they are expected to take up expanded
roles and responsibilities including curriculum developers, action researcher, team
leader, decision maker and member of management (Murphy, 1995) and as such
lecturers are inevitably in need of continuous lifelong learning to update themselves
with new knowledge, competence and attitudes to meet all these challenges. Numerous
initiatives in teacher education and development aimed at improving teacher
performance have been made but there is need for regular involvement of PES
educators in minimum standard changing process if their effectiveness is to be
maximized. Ferguson (2007) advocated that an inexperienced teacher can hinder
student achievement. Based on this, they defined professional certification as being
certified in the subject area. Their study concluded that teacher is likely to be more
productive and effective in teaching depending on their area of specialization.
Factors that Determine Teacher Quality in School
According to Dasko (2002), a teacher is a person that imparts knowledge to people,
teach them how to read and write; and explains how problems are solved. A teacher
guides the children and advices them about different matters in relation to the studies
and life. Dasko (2002) also noted that a teacher is more than someone who passes on
knowledge but also provides the interaction, relationship, understanding and
encouragement to enable a person or a child to reach the full potential. An experienced
teacher is the one who provides opportunities that allow the learners to learn by
themselves, since learners do not learn by being told but by finding out for themselves,
just like universities’ students doing independent research.
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An experienced teacher is the one that teaches, guides, instructs trains or helps
another in the process of learning (Webster, 2013). A teacher is a key to the learning
process of students in the classroom. Amoor (2010) added that the success of any
educational reforms depend largely upon having good quality teacher. In regards to
teacher experience, several studies by Darling-Hammond (1999) and Ferguson (2007)
have found a positive relationship between teacher experience and student outcomes.
There is definitely the need for PES teachers to be properly trained to enable them
possess the right knowledge, skills and attitude which will qualify them to be
professionally teachers and finally leads to effective delivery of the education system,
especially primary education which is one of the most important level of education.
Professional training of PES staff is particularly important considering the
objectives of teacher education as outlined by National Policy on Education (FRN, 2009,
4th edition) which include: to produce highly motivated, conscientious and efficient
classroom teachers for all levels of education system; to encourage further the spirit of
enquiry and creativity in teachers; to help teachers fit into social life of the community
and society at large and to enhance their commitment to National objectives; to produce
good ground adequate for their assessment and to make them adapted to changes to
any changing situation not only in the life of their country but also in the wider world;
and to enhance teachers’ commitment to the teaching profession. In view of the
foregoing discussion, it could be observed that through the policy statements, teacher
training programme has been given high aspect and commitment, with the aim of
imparting the quality education on teachers the effectiveness of teachers in the delivery
process so as to raise and even maintain the standard of education as they are the
bedrock of education development.
NCE/PES Minimum Standard
The NCE/PES minimum standard was designed by the NCCE that is the National
Commission for Colleges of Education, which was established by Decree No. 3 Act of
1989 which set up the commission (NCC, 2008). Since then, the commission has evolved
a comprehensive curriculum process in response to both the changing periodic reviews
to which the minimum standards are subjected every five years. This process entails the
production of draft minimum standards arising out of broad-based stakeholder’s
consultative activities and development as well as critique workshops where the initial
drafts are thoroughly reviewed and refined before the final drafts are presented to the
Honourable Minister of Education for approval. The minimum standards thus, embody
the highlights of the decisions of experts and stakeholders in the various disciplines that
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are offered in the colleges of education on what should be the contents of the various
NCE programmes.
This paper is of the view that a lot of changes have been occurring most
especially on PES minimum standards. Base on the Act that establishes NCCE as a
commission, the review or changes in minimum standards of colleges of education
ought to be every five years. But presently the changes have got to a point that standard
is changed more than once, so the point here, that, whether NCCE are even considering
the challenges of PES educators on the basis of the continuous changes of the minimum
standards. It has been discovered by the means of this study that the continuous
changes of the PES minimum standards has touched different aspects of the PES
minimum standard such as: Area of specialization and mode of teaching
Changes in NCE/PES Minimum Standard
The term minimum standard is often used to refer to the former academic programme
provided by higher institution of study as reflected in courses on the time-table. In this
sense, it might also be used to refer to a particular course of instruction or syllabus
(Giltig, Hoadley and Jansea, 2002:21). Change in minimum standard is an ongoing
trend, which invariably mirrors change in the society at large.
According to Lovat and Smith (2003:194), any change means changing the “old”
for the “new”. Those whose interests lie in the “old” can be expected to do anything to
retain it. Those whose interests lie in the “new” can be expected to do everything to
promote it. Changes in minimum standard places more emphasis on making or
becoming different from the old or the former state of the course of study in a particular
institution. Steyn and de Waal (2001:97) explains that minimum standard represents the
different programmes and learning opportunities or teaching programmes that can
provide the education needs of the target group. This means that it is important for the
minimum standard of schools to change in order to address the need of the target
group, in this case PES educators in Nigerian Colleges of Education. Change is a
lifelong process, similar to learning, that is continuous an ongoing (McCombs and
Whister, 1997:166). It is the duty of educators together with their supporters to see to it
that the changed minimum standard is grown to full fruition no matter how laborious.
It is necessary to recognize that change is not always easy and that people may
feel threatened by it. People need to be given the opportunity to talk about their fears
and concerns, both in groups and individually (Readani, 2007:15). Even educators who
are open to change feel uncertainty about what kind of changes will be most effective
and how best to go about making them. Disquiet, frustration and despondency abound
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as well as the sense that “we are already doing so much how can we possibly do more?”
(Rendani, 2007:16).
Based on this study, the researcher is of the view that it is the responsibility of
the PES educators to ensure that the various anxieties associated with changes in
minimum standard are overcome since they have the power of making quite
fundamental choices. Fullan (2001:1) believes if you ask people to brainstorm words to
describe change, they come up with mixture of negative and positive terms. On the one
side, there is fear, anxiety, loss, danger, panic; on the other, exhilaration, risk-taking,
excitement, improvement and energizing. For better or for worse, change arouses
emotions. Change raises hope because it offers growth and progress, but it also stirs
fear of the challenge to competence and power. Despite their theoretical training,
educators are often confused when faced with such radical changes in the curriculum
and as a result, struggle to apply the new ideas in their classes (Jacobs, Valcalisa and
Gawe, 2004:314) strategy for change must expect to deal effectively with peoples’
feelings and perceptions.
Conclusively, Lovat and Smith (2003:210) opined that if change is to be
successful, there should be a greater deal of emphasis and time spent on developing an
explicit and shared perception of the problem and/or clearly identified and share
reasons for the change.
Statement of the Problem
It is one thing to have a good plan on paper; it is another to see to the successful
implementation of the plan. One becomes worried to see that curriculum plans take this
shape. There is often disparity between policy pronouncements and policy
implementations in Nigeria. The crux of basic education in Nigeria is the quality of
teachers to implement the policy as innovations in education often take a lot of inputs
and preparations before implementation. Adeshina (2004) pointed out that many
innovations in education relied a lot on the preparedness of the teachers who are
termed the curriculum implementers.
Objectives of the Study
1. Examine the degree of influence of PES educators’ area of specialization on the
implementation of the changed PES minimum standards in NCOE.
2. Determine if changes in mode of teaching as mandated in the minimum standard
have any influence on PES educators’ job performance in NCOE.
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Research Questions
1. What is the influence of PES Educators’ area of specialization on the
implementation of the changed PES minimum standards in NCOE?
2. To what extent do changes in mode of teaching influence PES educators’ job
performance in NCOE?
Research Hypotheses
The following null hypotheses were tested in the course of this study.
1. PES educators’ area of specialization has no significant influence on the
implementation of changed PES minimum standards in NCOE.
2. Changes PES mode of teaching have no significant influence on job
performance of PES educators in NCOE.
Significance of the Study
In most of the Nigerian colleges of education, there are number of unspecialized PES
teaching staff earning government money in the name of salary at the end of the month;
and yet destroying the future of young learners. This study will provide information for
teachers and would be teachers on how to enhance competency in knowledge, attitude
and skills with regard to basic education curriculum content.
Methodology
In this paper, an ex-post facto correlation research design was used. According to Doza
(2009), the main reason for utilizing ex-post facto design is due to the many cause and
effect relationships in education that are not amendable to experimental manipulation.
Ex-post facto design allows researchers to study the relationship where experimental
manipulation is difficult or impossible. The target population for this study was
seventy-seven thousand, three hundred and eighty-six (77,386) respondents. The
population of this study was made up of all Colleges of Education in Nigeria located in
the six geo-political zones. The total sample for this study was six hundred and fortythree (643) made up of four hundred (400) PED students, Two hundred and thirty eight
(238) PED educators and five (5) NCCE officials. In selecting a sample, Nwana (1982)
believes that there are no fixed percentages or number that is ideal rather, it is the
circumstance of the study that determines what number of sample is to be taken. For
this reason, the current study adopted (20%) as the sample size as supported by both
Osuala’s (2007) and Nwana’s (1982) assertion.
Questionnaire was used in this study because it is relatively effective in
administering and score and when carefully constructed, it gives an objective and
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reliable information. This instrument as tagged “Lecturers and Students Questionnaire
(LSQTR)” was used in collecting data from the PES lecturers and students to
ascertain/confirm their level of academic involvement. It was scored using Likert
Modified Four Point rating Scale of Strongly Agreed (SA), Agree (A), Disagreed (D) and
Strongly Disagreed (SD), Very Good, Good, Fair, Poor and Very Adequate, Adequate,
Fairly Adequate, Not Adequate, respectively.
Results
For the test of this hypothesis 1, the opinion of the respondents on the influence of
educators’ areas of specialization on their performance in the implementation of the
changed PES minimum standards in NCOE examined was tested. The test was carried
out using Chi-square statistics.
Table 1: Summary of Chi-square on the influence of educators’ areas of specialization on their
implementation of the changed PES minimum standards in NCOE
Influence of PES educators’ area of specialization on
SA
A
D
SD
Total
130
136
67
48
381
105.6
148.8
71.6
55
96
199
55
31
105.6
148.8
71.6
55
82
111
118
70
105.6
148.8
71.6
55
100
147
75
59
105.6
148.8
71.6
55
120
151
43
67
105.6
148.8
71.6
55
528
744
358
275
the implementation
most PES academic staff in my department are not
specialist in PES hence find it difficult to implement the
changed curriculum
I observed that PES educators are employed with
381
relevant qualifications hence the certainty of being able
to implement the changed curriculum effectively
I have the conviction that with or without PES
381
educators specializing in PES, they can confidently
implement the changed PES minimum standards
since most of the PES educators are not PES specialists
381
at either NCE, degree or masters level, they have been
finding it difficult to fully implement the changed PES
minimum standards
deployment of newly recruited PES lecturers to PES
departments
without
foundation
or
381
background
knowledge skill and competency in PES courses would
only make difficult the implementation of the changed
PES minimum standards
Total
1905
Chi-square= 105.902, DF = 12, P-value = 0.000 (P < 0.05)
(critical value = 21.0, P < 0.05)
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From the result in the table 1, the respondents agreed that the educators’ areas of
specialization has significant influence on their performances in the implementation of
the changed PES minimum standards in the Colleges of Education. This is indicated in
table 1 by an observed chi-square value of 105.902 which is higher than the critical value
of 21.0 at the 12 degree of freedom. Moreover, the observed significant level obtained in
the test is 0.000 (P < 0.05). With these observations, the null hypothesis which says that
there is no significant influence of PES educators’ area of specialization on the
implementation of changed PES minimum standards in NCOE is thus being rejected.
The evidence from the test is that the educators’ area of specialization plays a significant
role in their performances with respect to the implementation of the changed PES
minimum standards in colleges.
The changes in the mode of teaching resulting from the changed minimum
standards on job performances of the PES educators in the colleges was examined. The
scores of the respondents in the table were used in the test of this hypothesis with the
aid of the chi-square procedure. The summary of the test is presented in Table 2. The
expected counts are printed below the observed frequencies in the table.
Table 2: Summary of Chi-square on influence of changes in mode of teaching on job
performance PES educators’ in the Colleges of Education
Influence of implementation of changed PES mode of
SA
A
D
SD
Total
178
135
41
27
381
102.17
158.17
80.0
40.67
90
173
80
38
102.17
158.17
80.0
40.67
91
168
88
34
102.17
158.17
80.0
40.67
teaching on job performance
Changes brought to schools on mode of teaching supports
the use of modern methods of teaching such as computer
assisted instruction
The traditional method such as discussion or lecture
381
methods formerly in use more stable for the adoption of the
new minimum standard
Change in mode of teaching is somehow expensive for
381
teachers to undertake with/without the support of the
school
The methodological change adopted in the new minimum
standard is less stressful for PES educators
PES educators’ attitude and opinions towards the changes in
78
149
97
57
102.17
158.17
80.0
40.67
84
157
100
40
102.17
158.17
80.0
40.67
92
167
74
48
102.17
158.17
80.0
40.67
613
949
480
244
381
381
mode of teaching of the new minimum standard is
encouraging
The proposed mode of teaching at this level will not allow
381
teachers to explore their potentials and hasten wide
coverage of course contents/outlines
Total
Chi-square = 117.973, DF = 15,
2286
P-Value = 0.000
Critical Value is 25, P<0.05
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The result in table 2, clearly signifies that the changed PES mode of teaching has
significant influence on the job performance of PES educators in the colleges. The
observed chi-square (117.973) at 15 degree of freedom is higher than the critical value of
25.0 at the same degree of freedom (DF). Therefore, the null hypothesis which says that
Implementation of changed PES mode of teaching has no significant influence on job
performance of PES educators in NCOE is thus rejected. The result showed that changes
in the mode of teaching induced by the minimum standard have significant influence
on the job performances of the PES educators in the colleges.
Summary of Findings
The major findings from the analysis of the data and test of hypotheses of the study are
summarized below:
1. PES educators’ area of specialization has significant influence on the
implementation of the changed PES minimum standards in Nigerian Colleges of
Education. (Chi-square = 105.902, DF = 12, P = 0.000 (P<0.05) Critical value = 21.0,
DF 12 and at 0.05).
2. The changes in the mode of teaching orchestrated by the PES changed minimum
standards have significant influence on PES educators’ job performance in
Nigerian Colleges of Education. (Chi-square = 117.973, DF = 15, P = 0.000 (P<0.05)
Critical value at 15 DF and at 0.05 = 25.0)
Discussion of Findings
The influence of PES educators’ area of specialization on their implementation of the
changed PES minimum standards in the colleges was tested in hypothesis I. The result
revealed that the influence was statistically significant. The null hypothesis was
therefore rejected. From the items within the variable, it was observed that
specialization enable approach in the implementation towards better result orientation
among such educators. The finding here agrees with Ferguson (2007), who suggested
that the reason for increased student achievement in specific content areas was because
of “subject-specific training, rather than the teacher ability that leads to these findings.
The report further identified the major factors that make high performance in school to
include past students’ performance areas in which the teacher received training rather
than seniority or teacher preference.
Hypothesis II tested the significance of the influence of the changed PES mode of
teaching on job performance of PES educators in the implementation of the curriculum
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in the colleges. The result of the test revealed that the changed mode of teaching has
significant influence on the job performance of the PES educators in their
implementation of the curriculum.
In terms of the mode of teaching, it was observed that lecture method was the
most commonly used method of teaching. For this reason, the job performed by PES
educators may not be satisfactory to them as a response to objective No. 2 which states
that to determine if changes in mode of teaching have any influence on PES educators’
jobs performance in NCE.
A close look at teachers’ specialization, mastery of knowledge, punctuality and
provision of reading materials suggest few of them are specialist as long as they secure
employment into PES department. They however, learn on the job and somehow
moved out the department if they feel there is no job satisfaction anymore.
Conclusions
Effective Job performance by educators is one of the basic requirements for improving
the teaching and learning and thus raising the standard of education in the country.
This paper has identified some indices for improving the teaching and learning of PES
through the improvement of the PES educators’ job performances in the Nigerian
Colleges of Education. Improving the educators’ performance means improving the
performances of the teachers they are training which will in turn improve the standard
of teaching and learning in Nigerian primary and secondary schools.
Recommendations
Based on the findings from the analyzed data, the writers hereby recommended that:
1. Preference should always be given to educators with specialization in PES in the
recruitment and assignment of PES course for teaching.
2. There should be continuous teaching orientation through seminars and
workshops especially when changes in mode of teaching is required or occur in
the colleges.
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