QUALITY ASSURANCE AND TEACHERS’ INSTRUCTIONAL PERFORMANCE TASKS IN SECONDARY SCHOOLS IN NIGERIA
Journal Title: Educational Research International - Year 2017, Vol 6, Issue 3
Abstract
The study examined quality assurance and teachers’ instructional performances tasks in secondary school in Nigeria. The paper addressed the relationship between teachers’ instructional task performance and their qualifications and teaching experience. The design of the study was a descriptive survey design. The population of the study consisted all the 59 principals and 1047 teachers making a total of 10806 respondents in Abakaliki education zone, Ebonyi State, Nigeria. Stratified random sampling method was employed to select 60 principals and vice principals, 480 teachers bringing a total of 540 as the sample size. The instrument used for data collection was Quality Assurance and Teachers’ Instructional Task Performance Questionnaire (QATITPQ). Two research questions and two hypotheses guided the study data collected were analyzed using Pearson Product Moment Correlation Statistics. Findings revealed that teachers’ qualification and cognate experience greatly influenced their instructional task performance. The study recommends among others that principals, inspectors and supervisors of schools should intensify internal and external supervisions of instructions to enhance quality assurance in the school system.
Authors and Affiliations
Nwite Onuma
Keywords
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