IMPACT OF TEACHING PRACT ICES ON THE QUALITY OF TEACHERS AND PRODUCTIVITY OF STUDENTS.

IMPACT OF TEACHING PRACT ICES ON THE QUALITY OF TEACHERS AND PRODUCTIVITY OF STUDENTS.

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Any country that wishes to succeed in establishing the necessary human capital foundation to promote national development must have competent and well-trained teachers who are knowledgeable in both content and general pedagogical techniques in their subject areas. This is because teachers are the primary implementers of educational policies that are organized into school programs via curricula and syllabi. According to Eisner and Edger (as cited in Acquah, 2012), the importance of the teacher in curriculum implementation cannot be overstated. To successfully arrange and manage the curriculum to fit the learner’s level, “the teacher” will “have a broad guide of themes in a subject area, a sequence among topics, a general set of objectives, textbooks, and other instructional tools.” as well as in the classroom. As a result, it is critical to ensure that the teachers who graduate from teacher training institutes each year have the professional skills necessary to succeed in their roles as educators. Teacher education is thus a top priority in Nigeria, with state institutions fully entrusted with meeting the country’s demand for trained teachers at all levels, from primary school to junior and senior high school, and even university education (Sparks et al, 1994). In addition to these public institutions, there are approximately 38 colleges of education dedicated to educating teachers, particularly for elementary and junior high schools. Because some subjects are regarded as very important disciplines that provide citizenship education for improved individual participation in matters The study’s focus is on the training of subject teachers for senior high schools in Nigeria, which concerns both the social and economic development of nations. The rationale for studying Some subject at the senior high school level in Nigeria, according to the Teaching Syllabus for Some subject (2008), is that people and countries alike have a need for more and better-quality goods and services such as better food, clothing, housing, schooling, hospital care, and entertainment (Ministry of Education Science and Sport, 2008). These commodities and services can only be obtained through the use of limited resources such as land, labor, capital, and entrepreneurship, all of which must be managed to meet demand. The study of managing relatively limited resources to meet requirements. People, organizations, and governments are all fascinating subjects. As a practical topic, some subjects assist individuals, businesses, and governments in identifying their core economic issues and making the appropriate choices and policies to improve people’s and society’s living standards. To make such a lofty goal a reality, appropriate and high-quality subject instructors must be trained. As a result, the teaching practice program enables students who want to teach a specific subject in a school setting to major in that subject and then be trained to teach that subject. Participation in a teaching field experience is required for several topic teachers to be trained at tertiary institutions. This is an off-campus teaching activity in which students are required to put their ideas into practice. In order to improve their teaching skills, they put what they have learned in the classroom into practice in the field while being observed by their lecturers and teachers. A casual observation and informal discussion with a diverse group of students suggest that some students do not fully understand the meaning of off-campus instruction. They appear to regard the practice as merely a graduation requirement. Is this statement accurate? If this is the case, such trainee instructors are unlikely to take the exercise seriously, because it has been demonstrated that a person’s perception of the benefit of a phenomenon influences their entire attitude toward that phenomenon. For example, research has shown that people’s perceptions of the benefits of gene technology influence their adoption of the technique (Sparks, Shepherd, & Frewer, 1994; Frewer, Howard, & Frewer, 1994).

Similarly, it’s difficult to rule out the possibility that trainee subject teachers’ perceptions of the value of field experience influenced their overall attitude toward the activity. A positive perception of the value of field experience among trainee instructors is likely to influence the importance they place on the activity, which may affect its overall efficacy.

1.2 Problem Identification

Teaching practice is an essential component of teacher preparation. It gives student instructors practical experience in a real-world teaching and learning environment (Ngidi & Sibaya, 2003; Marais & Meier, 2004; Perry, 2004:). Before entering the real world of teaching, a student teacher is given the opportunity to practice the art of teaching during teaching practice. Kasanda (Kasanda, 1995). According to Menter (1989:461), student teachers value teaching practice as “the heart of their preparation for the teaching profession,” because it provides the “true interface” between studenthood and membership in the profession. As a result, as student instructors begin their teaching practice, they feel a mix of excitement, worry, excitement, and trepidation (Manion, Keith, Morrison & Cohen, 2003; Perry, 2004). The phrase “teaching practice,” according to Marais and Meier (2004:221), refers to the variety of experiences that student teachers are exposed to while working in classrooms and schools. According to Marais and Meier (2004), teaching practice is a difficult but critical component of teacher education, particularly in developing countries such as Nigeria, where a variety of factors influence teacher education.

Geographical distance, low and uneven levels of teacher expertise, a wide range of resource shortages, and a lack of discipline among a diverse group of learners and educators can all undermine the effectiveness of teaching practice. The purpose of this research is to assess the impact of teaching practices on teacher quality and student productivity.

1.3 The Study’s Objective

The sole purpose of this study is to assess the impact of teaching practices on teacher quality and student productivity. The objectives are specifically streamlined as follows:

i. To investigate the effect of teaching practice on student academic productivity.

ii. Determine how the quality of teachers affects student productivity.

iii. To assess the value of teaching practice in

other for student academic achievement.

1.4 Investigational questions

The following study questions have been prepared:

i. What effect does teaching practice have on student academic productivity?

ii. Does the quality of teachers affect student productivity?

iii. What are the advantages of teaching practice in terms of student academic achievement?

1.5 Importance of the Research

The study is relevant to the students because it emphasizes the importance of this exercise in stimulating their interest and preparing them for the challenges of the teaching profession. It will x-ray the challenges students face in the teaching practice exercise for teachers, allowing them to develop effective strategies for meeting the challenge. It will provide data to policymakers.

Improve their decision-making for a more productive teaching career.

1.6 The Study’s Scope and Limitations

This study will look at how teaching practices affect student academic productivity. The study will also discover how teacher quality affects student productivity. Finally, the study will assess the value of teaching practice in terms of student academic achievement. As a result, the scope of the study will be limited to Ondo State.

1.7 The study’s limitations

The researchers encountered minor constraints while conducting the study, as with any human endeavor. Inadequate funds tend to impede the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire, and interview), which is why the researcher resorted to a survey.

The sample size was chosen in a moderate manner. Furthermore, the researcher will conduct this study alongside other academic work. As a result, the time spent researching will be reduced.

1.8 Glossary of Terms

Impact: The action of one object colliding with another forcibly.

In contrast to theories, practices are the actual application or use of an idea, belief, or method.

Productivity is defined as the effectiveness of productive effort, particularly in industry, as measured by the rate of output per unit of input.

Quality is the standard of something as measured against other similar things; it is the degree of excellence of something.

1.9 Research Organization

This research is divided into five chapters. The first chapter establishes the background to the study as well as stating the problem of study and the hypotheses for testing. The second chapter is organized to provide a literature review for the study. This review is split into three sections: theoretical framework, empirical framework, and conceptual framework. The third chapter discusses research methodology, which includes the research design, sampling method, data collection, and research instruments used. Chapter four aims to analyze the results; it also includes a detailed analysis of the data collected and information presentation using quantitative and statistical models. The summary, conclusion, and recommendation are all covered in the fifth chapter.