Evaluation of Continuous Teacher Education Programmes for In-Service Teachers. A Case Study of Some Selected Centres in Lagos State

AJAYI Rachael Adejoke, UDOFIA Godwin

Abstract


The research study titled "Assessment of the Continuous Education Manpower Training Program in Selected Centers of Lagos State" employed the Input Processing Output (IPO) Model for evaluation and adopted a descriptive survey research design. The main objective was to evaluate the effectiveness of the Continuous Teacher Education Manpower Training Program. The study concentrated on students enrolled in the National Teachers Institute (NTI) in Lagos State, specifically those pursuing a Post Graduate Diploma in Education across Alimosho, Ikeja, Badagry, Kosofe, and Ojo Local Government Areas (LGAs). Through a straightforward sampling method, 300 postgraduate students were selected, with 60 from each LGA, and data were collected using a 20-item questionnaire named "Evaluation of Continuous Teacher Education Manpower Training Program Questionnaire" (ECTEMTPQ). The instrument's validity was confirmed by three academics from the Department of Educational Administration at the University of Lagos. Assessment of the instrument's reliability was accomplished using the split-half method, resulting in a reliability index value of 0.863, indicating the suitability of the instrument for the study. Data analysis employed Statistical Package for Social Sciences (SPSS) version 26, utilizing simple percentage, mean, and regression analysis with a significance level of 0.05. The study's findings demonstrated that Academic Qualification significantly predicted effective teaching within the NTI Program, with higher qualifications corresponding to enhanced teaching experiences. The study concluded that in-service training contributes to the quality of teaching by providing exposure and refinement opportunities for academic personnel. Among its recommendations, the study highlighted the importance of aligning curriculum content with the needs of participants, learners, and students.


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References


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