Perception of Teachers on Capacity Building in Public Secondary Schools in Delta State, Nigeria

Abstract

This study examined perception of teachers on capacity building in public secondary schools in Delta State, Nigeria. Three research questions and two hypotheses guided the investigation. The study employed stratified random sampling technique in selecting the sample. The stratification was on the basis of the three Senatorial Districts of Delta State. The population from which the sample was selected comprised all the 11, 472 teachers of public secondary schools in the state. A sample of 680 was selected. Questionnaire was the instrument used to solicit information from the teachers namely: an inventory format known as Extent of Capacity Building Attended by Teachers (ECBAT), Extent of Capacity Building across Subject Areas (ECBASA), Teachers Preferred Capacity Building Type (TPCBT). The instruments were face and content validated by two professors who are experts of educational administration and planning of Delta State University. Cronbach’s reliability test of the instrument yielded 0.80, 0.82 and 0.85 respectively Findings of the study showed that urban teacher’s extent of capacity building is moderate and rural teachers’ extent of capacity build is low. Science teachers attended capacity building more than teachers in other subject areas. Teachers prefer capacity it is clear that science teachers are more exposed to capacity building than applied science and arts teachers in public secondary schools in Delta State, Nigeria. 64 %, 37 % and 29 % of science, applied science and arts teachers respectively have often been exposed to capacity building. But 8 %, 41 % and 53 % respectively of science, applied science and arts teachers have never been exposed to capacity building. The most preferred capacity building by teachers are: training in-service training, workshops, seminar, pep talks by experts, conferences, mentoring and refresher courses. The study recommends that Delta State government should that all teachers irrespective of their subject areas are given equal opportunity to attend capacity building programmes.