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1

To Train or Not to Train?

100%
Ololube N., Amaele S., Kpolovie P.
Journal of Teacher Education for Sustainability
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2009
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vol. 11
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issue 2
64-76
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.
2

Education Policies and Teacher Education Programs: Meeting the Millennium Development Goals

100%
Ololube N., Egbezor D., Kpolovie P.
Journal of Teacher Education for Sustainability
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2008
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vol. 9
21-34
EN
This paper explores the present situation regarding the education policies and teacher education programs in Nigeria in light of the Millennium Development Goals (MDGs) cited in the 2000 United Nations Millennium Declaration. The MDGs declaration helped awaken nations to the need for structural features that empower education policy makers and planners in creating effective educational systems. A survey was used to gather data from teachers and school administrators in Nigeria. The data suggested that both teachers and school administrators are discontented with the lethargic policies and implementation of programs in meeting global standards. In particular, the empiric data could be useful for education policymakers, planners, administrators, and researchers who need information that might help them to improve their activities and deal with the controversial issues.
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