Teacher Variables and Creative Skills Development Amongst Pupils in Public Primary Schools in Port Harcourt Local Area, Rivers State
Chapter One
Objective of the study
The objectives of the study are;
- To ascertain the effect of teachers’ educational qualifications on creative skills development of pupils in primary school in Portharcourt.
- To ascertain the effect on teachers’ teaching experience on creative skills development of pupils in primary school in Portharcourt.
- To ascertain the effect of teachers’ attitude creative skills development of pupils in primary school in Portharcourt.
CHAPTER TWO
LITERATURE REVIEW
Introduction
In recent years a numbers of researches have sought to relate two dimensions of selfefficacy to an educational setting. In this context the term “teacher efficacy” (TE) is generally accepted as analogous to Bandura’s “self-efficacy”. In an attempt to determine two elements which corresponded with Bandura’s two factors theoretical model of selfefficacy, Gibson and Dembo (1984) developed a scale to measure the two dimensions of TE. There is results indicated that teacher efficacy consisted of at least two clearly distinguishable factors. One factor (GTE) appeared to represent a sense of whether or not a teacher’s ability to bring about change is limited by factors outside his/her control. The second factor (TSE), which is relevant to the present study, seemed to represent to a teacher’s sense of whether or not he/she personally has the skills and abilities necessary to enhance pupils’ learning. However, the teacher efficacy scales developed by Gibson and Dembo (1984) consisted of items which, with the exception of one which related to teaching a new mathematics concept, reflected beliefs about education in a general sense, whereas Bandura(1977) maintained that selfefficacy is situation specific and cannot be identified in general terms. Raudenbush, Rowan and Cheong (1992) assumed that TE was not a “global disposition” and that perceptions of TE may be situational. Summarily, Kennedy (1990), commented that the various definitions of self-efficacy, such as “ a person beliefs about their performance capabilities in a particular domain” and “judgements about their ability to accomplish certain goals or tasks by their actions is specific situations”, suggested that these implied “ a relatively situational or domain- specific construct rather than a global personality trait” (p.844).
Teaching preparation and procedures
Quality teaching has been defined as “teaching that maximizes learning for all students” (Glatthorn& Fox, 1996, p.1). Teaching entails engaging pupils as active learners to induce positive, comprehensive changes in their pre-existing knowledge, skills, and attitudes. Comprehensive changes (growth) are achieved by teachers who are able to build on learners’ experiences, abilities, interest, motivation and skills. Therefore teachers must have mastered the basic skills of teaching and possess the ability to continuously adjust their teaching strategies to meet the diverse needs of their pupils.
Knowledge of Subject-Academic Preparation
It is intuitively obvious that teachers must possess a professional knowledge base and exhibit knowledge of the subject matter. Successful teacher have a vast repertoire of instructional strategies and techniques that reflect their knowledge of the subject. According to Slick (1995), teachers are those that consciously reflect upon, conceptualize, and apply understandings from one classroom experience to the next. Teaching of mathematics requires continuous reflection and decision making before, during, and after classroom instruction (Berliner& Biddle, 1995; Colton & Spark – Langer, 1993, Costa, 1995; Lampert& Clark, 1990; Pultorak, 1996).
Chapter Three
Research methodology
Research Design
The research design adopted in this research work is the survey research design which involves the usage of self-designed questionnaire in the collection of data. Under the survey research design, primary data of this study will be collected from selected primary schools in Portharcourt in order to determine teacher variables and creative skills development amongst pupils in primary schools. The design was chosen because it enables the researcher to collect data without manipulation of any variables of interest in the study. The design also provides opportunity for equal chance of participation in the study for respondents.
Population of Study
The population of study is the census of all items or a subject that possess the characteristics or that have the knowledge of the phenomenon that is being studied (Asiaka, 1991). It also means the aggregate people from which the sample is to be drawn.
Population is sometimes referred to as the universe. The population of this research study will be Seventy-five (75) staffs of selected primary schools in Portharcourt
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
This chapter is about the analysis and presentation of data collected from the field through questionnaire. The analysis of the data with particular question immediately followed by the presentation of findings.
As mentioned in chapter three, 63 questionnaires were administered and 50 were retrieved and necessary analysis was carried out on them and presented as follows:
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain teacher variables and creative skills development amongst pupils in public primary schools in Portharcourt local area, Rivers state. 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 the challenges of teacher variables and creative skills development amongst pupils in public primary schools in Portharcourt local area, Rivers state
Summary
This study was on teacher variables and creative skills development amongst pupils in public primary schools in Portharcourt local area, Rivers state. Three objectives were raised which included: To ascertain the effect of teachers’ educational qualifications on creative skills development of pupils in primary school in Portharcourt, to ascertain the effect on teachers’ teaching experience on creative skills development of pupils in primary school in Portharcourt and to ascertain the effect of teachers’ attitude creative skills development of pupils in primary school in Portharcourt. The total population for the study is 75 selected primary schools in Portharcourt. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The results of this study have revealed that of all the independent variables have effects on creative skills development among pupils in primary, teacher’s self efficacy was the best predictor. This was followed by Teacher’s interest. It is reasonable to suggest that such variables as locus of control, gender, age, self esteem, and self concept could be included in order to be able to understand other factors that could also predict pupils achievement in creative skills development
Recommendation
Therefore, at the teacher training institutions, the would-be teachers need to scrutinize themselves very well to see if their interest for the subject will be continuous. The perception of anything sort of this should be discouraged and should result to discontinuation by shifting over to specialized and train in another subject. This is because failure to do so will be detrimental to the teaching of the subject at the primary school. On the other hand, creative skills development, self-efficacy training can be introduced at the teacher training institutions. This is belief will go along way to strengthen teacher efficacy in the subject. Through such training, mathematics teachers who are self-efficacious in the subject can be easily identified and others who are not can be easily guided.
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