Impact of Teaching Practice on the Productivity of Quality Teachers in Maiduguri
CHAPTER ONE
Purpose of the Study
This study has the sole objective to appraise the impacts of teaching practices on the productivity of quality teachers. Specifically, the objectives are streamlined as follows:
- To determine the perception of students towards teaching practice.
- To determine the objectives of teaching practice.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Effects of Teacher Training
In early work on teacher productivity, researchers estimated education production functions by regressing aggregate student achievement levels on measures of teacher training and various other controls using cross-sectional data (see review by Hanushek (1986)). A subsequent generation of studies used individual two-year test-score gains and richer sets of teacher training variables. In the last several years this approach has been taken a step further by estimating achievement gain models with micro-level panel data that use student fixed effects or take advantage of random assignment to control for unobserved student heterogeneity.
Teacher Education
This according to Tola (2005) stated that teacher education has to do with the education teachers receive for the betterment of the whole educational system. He went further to say that professional for effective teaching in teaching profession. The Federal Government of Nigeria agreed that NCE should be the minimum qualification for teaching at the primary schools level. The Government clearly stated in the National Policy on Education (2004) that the purpose of teacher education includes:
– 1. To produce highly motivated, conscientious efficient classroom teachers for all level of our educational system.
- To help teachers to fit into the social life of the community and society at large and to enhance their commitment to national objectives.
- to encourage further the spirit of inquiry and creativity in teachers.
- to provide teachers with the intellectual and professional background adequate for their assignment and to make them adaptable to any dangling situation not only in the life of their country but in the wider world. In order to achieve the above teacher education objectives, the institutions that have been mandated by the government to train teachers for the betterment of teacher education and nation are the following: i. Grade II Teacher College ii. Advanced Teacher College iii. Institute of Education iv. College of Education v. National Teacher Institutes vi. Teachers Centres vii. Faculty of Education
Education in Nigeria as a nation is an instrument per excellence for effecting national development; it has witnessed active participation by non-governmental agencies; communities and individuals as well as international agency. It is therefore desirable for the nation to spell out in clear and unequivocal terms the philosophy and objectives that bring about its investment in education.
Teaching Practice of Conduct
Following the policy formulated by National Commission for Colleges of Education (NCCE) which allows formulation of teaching practice committee to coordinate, organize supervise and monitor the whole teaching practice which helps in national development. Emmanuel (2004) observes that codes of conducts are rules or norms governing the student teachers on teaching practice for effective teaching. This can help the teachers implement the teacher education curriculum better for national development. The teaching practice codes of conducts are as follows:- The minimum period for teaching being twelve weeks, it is mandatory that the student teacher maintains u regular attendance at the school of posting during the entire period to justify the three or six credit hours assigned the teaching practice. Student teachers should also practice punctually at the school of posting. The required teaching load for each, student teacher is minimum of 10 periods per week and a maximum of 18 periods per week. The student teacher should endeavor to develop a professional interest in used few of each pupil in the classroom specifically; the student teacher should make positive efforts towards a personal and sympathetic understanding of the problems of individual pupil in the classroom. Where the solution to any such problem goes beyond the control of the student teacher, the resident supervisor of the school be consulted without delay
In the case of in regularities such and bereavement, the student teacher should make a written report to the school resident supervisor and the college teaching practice coordinator. The student teacher should have a positive and healthy attitude towards the properly of the school of posting under no circumstances should the school properly is inadvertently damaged: the resident supervisor should be informed immediately and with apologies. Pupils/student misconducts, which require disciplinary measures, should be reported to the resident supervisor. On no account should student teacher administer disciplinary measure themselves. Student teachers will do well to show decorum in all their dealing with the authority and staff to the school of posting and supervising staff of the college. In order to expose the student teacher to the total school environment. Student Teachers should identify themselves with and particular activity in all activities of the school of posting such as assemblies, game sports, club and societies during teaching practice. In the case of doubt the student teacher should unique from the resident supervisor of the school of posting in matters relating to the school of posting and from the office of the provost through the chairman, teaching practice committee in matters which pertain to the college. Mbah (2000) observes that student teachers must follow and observe the rules and regulations governing teaching practice for the betterment of the teachers and the school. Paul (2005) summarizes the rules governing student teacher on teaching practice as follows: He shall compulsory attend and activity participate in teaching practice orientation organized by the college prior to the exercise. He shall speak of and act towards his students with respects and dignity. He shall set good example worthy of emulation his student. He shall recognize and respect the authority of the principal accepting official responsibilities, which may be delegated to him. He shall be loyal to the school and the college. He shall try hard to live within his means to avoid financial embarrassment.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
It is important to ascertain that the objective of this study was to ascertain Impact of teaching practice on the productivity of quality teachers in Maiduguri.In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing Impact of teaching practice on the productivity of quality teachers in Maiduguri
Summary
This study was on Impact of teaching practice on the productivity of quality teachers in Maiduguri. Three objectives were raised which included: To determine the perception of students towards teaching practice, to determine the objectives of teaching practice and to appraise the impact of teaching practice on the students. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Maiduguri. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
It is evident from the findings of this study that quality assurance influence teachers’ productivity. The findings of this study depict the importance of quality assurance in the productivity and development of public secondary school teachers. Sequel to this, it could be asserted that quality assurance in terms of quality control, monitoring and evaluation, external inspection, teachers inspection, dissemination of current research findings, inspection visits amongst others enable the teachers of public secondary school to metamorphose to higher level in their job performance based on new trend acquired in quality assurance thus leading to improved productivity. Based on the findings of this study, public secondary school teachers cannot be productive without effective quality assurance measures, hence the challenges bedeviling the system such as poor performance and low productivity must be addressed squarely through maintaining proper and effective quality assurance measures.
Recommendation
Government should provide the needed logistics for supervisors to enable efficient visitations to public secondary schools.
Ministry of education should ensure that teachers abide by the gender of the school to ensure standards through quality assurance.
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