Assessment of Teachers’ Training in Universal Basic Education (Ube) : Current School News

Assessment of Teachers’ Training in Universal Basic Education (Ube) Programme

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Assessment of Teachers’ Training in Universal Basic Education (Ube) Programme.

ABSTRACT

This study is aimed at assessing teachers training in Universal Basic Education (UBE) programme in Katsina State. The objectives of the research were to examine the level of In- service training programme for UBE teachers in Katsina State,

find out the level of  Workshop programme for UBE teachers in Katsina State, ascertain the level of Mentoring programme among UBE teachers in Katsina State.

Also, the research questions and hypotheses were developed according to the objectives. The study assumed that all teachers under UBE programme in Katsina State have equal opportunity of attending in-service training programme,

adequate funds were made available for sponsoring UBE teachers to attend conference, there is high level of commitment from stakeholders with regards to mentoring exercise for UBE teachers in Katsina State.

Descriptive survey research was used for the purpose of the study, under which the opinions of 494 respondents were sampled through questionnaire instrument out of a target population of 2,956 teachers from 136 schools and 250 education managers.

A sample population of 152 education managers were randomly selected which comprise of head teachers, KTSUBEB officials, LEA officials and supervisors, and 342 teachers were equally sample from Katsina and Mani education zones.

TABLE OF CONTENTS

Declaration            ii

Certification            iii

Dedication              iv

Acknowledgements           v

Abstract                vi

Table of Contents              vii

List of Appendices            x

List of Tables                    xi

Abbreviations                    xii

Definitions                      xiii

CHAPTER ONE: INTRODUCTION

  • Background to the Study 1
  • Statement of the Problem 6
  • Objectives of the Study 9
  • Research Questions 10
  • Research Hypotheses 10
  • Basic Assumptions 11
  • Significance of the Study 11
  • Scope of the Study 12

CHAPTER TWO: REVIEW OF RELATED LITERATURE

  • Introduction 13
  • Conceptual Framework 14
    • Staff Training 15
    • Mentoring 15
    • Seminar 18
    • Workshop 19
    • Conference 20
    • In-service Training 21
  • Theoretical Framework 24
    • Abraham Maslow Hierarchy of Needs Theory 24
    • Organization of Staff Training programmes 28
    • Importance of Staff Training Programmes 28
    • Evaluation of Staff Training Programmes 30
    • Empirical Studies 36
    • Summary 44

CHAPTER THREE: RESEARCH METHODOLOGY

  • Introduction 45
  • Research Design 46
  • Population 46
  • Sample and Sampling Technique 47
  • Instrumentation 48
    • Validity of the Instrument 49
    • Pilot Study 49
    • Reliability of the Instrument 50
  • Procedure for Data Collection 50
  • Method of Analysis 50

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA

  • Introduction 50
  • Presentation of Data 51
    • Demographic Data of the Respondents 52
    • Educational Qualification of Respondents 52
    • Years of Experience of Respondents 53
    • Designation of Respondents 53
    • Frequencies and Percentage on the Level of In-service training 54
    • Frequencies and Percentage on the Level of Conference Programme 57
    • Frequencies and Percentage on the Level of Workshop Programme 60
    • Frequencies and Percentage on the Level of Mentoring Programme 63
    • Frequencies and Percentage on the Level of Seminar Programme 66
  • Hypotheses Testing 69
  • Summary of Major Findings 72
  • Discussion on Findings 73

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

  • Summary 75
  • Conclusions 76
  • Recommendations 79
  • Suggestion for further studies 80
  • Introduction 13
  • Conceptual Framework 14
    • Staff Training 15
    • Mentoring 15
    • Seminar 18
    • Workshop 19
    • Conference 20
    • In-service Training 21
  • Theoretical Framework 24
    • Abraham Maslow Hierarchy of Needs Theory 24
    • Organization of Staff Training programmes 28
    • Importance of Staff Training Programmes 28
    • Evaluation of Staff Training Programmes 30
    • Empirical Studies 36
    • Summary 44

CHAPTER THREE: RESEARCH METHODOLOGY

  • Introduction 45
  • Research Design 46
  • Population 46
  • Sample and Sampling Technique 47
  • Instrumentation 48
    • Validity of the Instrument 49
    • Pilot Study 49
    • Reliability of the Instrument 50
  • Procedure for Data Collection 50
  • Method of Analysis 50

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA

  • Introduction 50
  • Presentation of Data 51
    • Demographic Data of the Respondents 52
    • Educational Qualification of Respondents 52
    • Years of Experience of Respondents 53
    • Designation of Respondents 53
    • Frequencies and Percentage on the Level of In-service training 54
    • Frequencies and Percentage on the Level of Conference Programme 57
    • Frequencies and Percentage on the Level of Workshop Programme 60
    • Frequencies and Percentage on the Level of Mentoring Programme 63
    • Frequencies and Percentage on the Level of Seminar Programme 66
  • Hypotheses Testing 69
  • Summary of Major Findings 72
  • Discussion on Findings 73

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

  • Summary 75
  • Conclusions 76
  • Recommendations 79
  • Suggestion for further studies 80

INTRODUCTION

1.1 Background to the Study

Katsina State was created on September 27th, 1987 out of the former Kaduna State. The ancient city of Katsina was chosen to be the State Capital. The State has a total number of 34 Local Government Area Councils.

It has a population of about 5,801,584 people according to 2006 census figures. Katsina State has two traditional Emirate Councils namely Katsina Emirate Council and Daura Emirate Council.

The vegetation of the State spreads across three ecological zones: its extreme northern fringes lie on the Arid Zone of Sahel;

the vast tropical grasslands of the Sudan Savannah from the north through to most of the south and then the Guinea Savannah on the southern margins.

The rainfall ranges between 640mm in the extreme north to 1056mm towards the south, occurring annually with district wet and dry seasons in May-September and October- April respectively. It has an average temperature range of 21and 30 degrees Celsius.

REFERENCES

Erickson, H. L (2002) Conceptual Design for Curriculum and Instruction. Thousand oaks; Corwin press

Federal Republic of Nigeria (1998) National Policy on Education 3rd ed. Lagos NERDC press.

Folayan, O. (1998) Human Resources Management; Theory and Practice. Lagos, Panaf publishing Inc.

Good, T. L (2008) Forty years of Research on Teaching (1968-2008) What do we now that we didn’t know then? University of Geneva Switzerland.

Gordon, G. (1999) Teacher Talent and Urban Schools: Phil Delfia, Kappan press limited Guskey, T.R (2000) Evaluating Professional Development. Corwin. Thousand oak ca press Imam,  I.S  (2007)  Katsina  State  Universal Education Board Score Card Book, Katsina, Kangiwa Press.

Joyce, B Weil & Calhom, E. (2003) Models of Teaching 7th ed. New York. Simon &  Schuster

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