Assessment of Nigeria Certificate in Education (Nce) Teachers Attainment Goals in Junior Secondary Schools in Northwest Geopolitical Zone of Nigeria
Assessment of Nigeria Certificate in Education (Nce) Teachers Attainment Goals in Junior Secondary Schools in Northwest Geopolitical Zone of Nigeria
ABSTRACT
This study assessed the Nigeria Certificate in Education (NCE) teachers‟ attainment goals for Junior Secondary Schools Northwest Geopolitical Zone of Nigeria.
The study was conducted to find out NCE teachers‟ attainment goals in junior secondary schools (JSS). Five (5) research objectives were designed which aimed to assess: the NCE teachers attainment goals in production of highly motivated quality teachers;
the NCE teachers attainment goals in enhancing spirit of enquiry and creativity to teachers; the NCE teachers‟ attainment goals of helping teachers to fit into social life of the immediate community;
the NCE teachers attainment goal of enhancing intellectual and skills acquisition by teachers; and NCE teachers attainment goals of inculcating commitment to national objectives; in junior secondary schools in northwest geopolitical zone, Nigeria.
The study postulated five (5) research questions and five (5) research hypotheses which are both in line with the research objectives.
Appropriate literatures were reviewed and theoretical framework for the study was built on the theory of teacher training model.
The research adopted descriptive survey research design. Two instruments were used; a questionnaire and structured interview.
INTRODUCTION
Effective, efficient, and well-motivated teachers‟ are without doubt prerequisite to the continued advancement of any nation in all fields of life.
The production of such teachers is on the other hand predicated upon a sound training, which must be relevant to the teacher‟s own professional and specific pedagogical requirements.
According to Aron (2012), teachers as professionals need training which addresses their own professional and hence pedagogical demands of teaching.
The professional demands of teachers are usually in subject of specialization, general knowledge, and pedagogy, to equip them with the ability to educate children in the right way in order that the children may grow up as educated men and women and as useful citizens of the state.
They maintain that preparation of good teachers rests upon a broad and liberal education and specialization in the subject to be taught, in addition to professional knowledge and skills,
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