CHALLENGES OF REPOSITIONING TEACHER EDUCATION FOR TEACHER EFFECTIVENESS IN ANAMBRA STATE SECONDARY SCHOOLS.

Ifeyinwa F. Manafa (PhD), Patricia I. Adinna (PhD)

Abstract


The  study  was  carried  out  to  investigate  the  challenges  of  repositioning teacher  education  for teacher  effectiveness in Anambra  secondary  schools, Nigeria. Two research  questions  and  two hypothesis  tested at 0.05  level of significance guided the study. Descriptive survey design was adopted for the study. The population  for the study was 1,286  education  lecturers from four public tertiary institutions that  offer educational courses  in Anambra  state. Stratified proportionate sampling technique  was used to draw 395 education lecturers.  Researchers  designed  instrument  with  a  four  point  rating  scale titled “Challenges of Repositioning Teacher  Education  Questionnaire (CRTEQ)” was used for data  collection Mean and  Standard Deviation were used  to answer  the research  questions  while t-test was used  to test the null hypotheses   at  0.05   level  of  significance.  Results  obtained   showed   that inadequate funding of teacher  education  poses a challenge to repositioning teacher  education  for teacher  effectiveness, amongst  others.  Based  on  the findings, it was recommended among  others that there should be increased fund  initiative from both  government  and  education  stakeholders  so as to have effective repositioning of teacher education.


Keywords


Reposition, Challenges, teacher education, teacher effectiveness.

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.