To Train or Not to Train?

• Authors: Nwachukwu Ololube , Samuel Amaele , Peter Kpolovie
• Languages of publication: EN

Abstracts

EN

This research paper examines the professional and non-professional methodological competencies of secondary school teachers in Nigeria. The main focus of this study is to probe the impact of professional and non-professional methodological competencies as a predictor of teaching effectiveness. Although this exploration is survey research, a questionnaire was used for data gathering, and multiple statistical procedures were employed in the analysis. This study contributes to the field both in terms of theory and practice. Theoretically, it provides an outline of school effectiveness and quality improvement that can be used as a basis for further research. The study identifies factors that create barriers to methodological competencies for the two categories of teachers used in this study. It also describes the present situation on the ground in Nigerian secondary schools. At the practical level, this outline might guide school leaders, education planners and policy makers in their school effectiveness and quality improvement endeavors.

Keywords

EN

professional; non-professional; teachers; classroom; methodological competencies

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2009
• Volume: 11
• Issue: 2
• Pages: 64-76

Dates

published

2009-01-01

online

2009-12-23

Contributors

author

Nwachukwu Ololube

• University of Education, Port Harcourt, Nigeria

author

Samuel Amaele

• University of Education, Port Harcourt, Nigeria

author

Peter Kpolovie

• University of Port Harcourt, Nigeria

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Identifiers

DOI

10.2478/v10099-009-0041-2