Perceived Performance of NCE (Technical) Teachers in Teaching Basic Technology in Selected Junior Secondary Schools in Port Harcourt Metropolis, Rivers State
Year: 2024
Type: article
Study design: Observational Study
Abstract: This research on the perceived performance of Nigeria Certificate in Education (Technical) teachers in teaching basic technology in selected junior secondary schools in Port Harcourt Metropolis, Rivers State adopted a survey research design. The population of the study was 360 respondents, made up of 150 administrators and 210 basic technology teachers. Proportionate stratified random sampling technique was adopted in selecting the sample size of 260 respondents which comprises 100 principals, vice principals, Head Teachers in Basic Technology Teachers and 160 basic technology teachers was used for the study. A questionnaire with 35 items prepared by the researcher was used having in mind the research questions. The response options were Very High Extent, High Extent, Moderate Extent, Low Extent and very Low Extent and rated 5,4,3,2 and 1 point(s) scale respectively. The Cronbach Alpha co-efficient test of reliability for the instrument was 0.84. Data collected was analyzed using the SPSS version 22.0 computer package in computing the mean and standard deviation scores while Z-test was used in testing the null hypotheses for the research questions at 0.05 level of significance. The findings revealed among others that the perceived performance of basic technology teachers in imparting the cognitive knowledge was found to be High Extent in Port Harcourt Metropolis Rivers State. It was suggested that Government should use experts in technical education to organize training programme in form of workshops and seminar for basic technology teachers from time to time to enhance teachers’ performance both theoretically and practically among others.
Author: Ehimen, Theophilus Ehijele
Institution: Rivers State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4405328809