MUSIC TEACHERS’ COMPETENCE AND EFFECTIVENESS IN TEACHING IN PRIVATE SCHOOLS IN IBESIKPO ASUTAN LGA
TABLE OF CONTENTS
Abstract
Chapter One
Background of study
Statement of the problem
Objectives of the study
Research questions
Research hypotheses
Significance of study
Scope and limitations of study
Definition of terms
Chapter Two
Introduction
The general structure of Nigeria’s educational system
Conceptual framework
Teachers’ professional competencies
Methodological competencies and the act of teaching
Modes of teaching and teachers’ job effectiveness
Classroom competencies
Chapter Three
Study area
Research population
Sampling
Research Instrument: Questionnaire
Validation of the instruments
Reliability of the instrument
Method of data collection
Method of data analysis
Chapter Four
Introduction
Data analysis
Discussion of results
Chapter five
Summary of findings
Conclusion
Recommendations
References
Appendix
Questionnaire
ABSTRACT
The aim of this study is to evaluate music teachers’ competence and effectiveness in teaching in private schools in Ibesikpo Asutan LGA of Akwa Ibom State. The data used in this study were collected from teachers, principals, supervisors of education from the Ministry of Education and Secondary Schools Board in the research area (N=300). The data were collected from documents, observation, and questionnaires and were analysed using both qualitative and quantitative methods to strengthen the validity of the findings. The data analysis involved the use of multiple statistical procedures: Percentages Mean Point Value, T-test of Significance, One-Way Analysis of Variance (ANOVA). The results obtained from the data analysis show that teachers require professional knowledge and professional teaching skills, as well as a broad base of general knowledge (e.g., morality, service, cultural capital, institutional survey). Above all, in order to carry out instructional processes effectively, teachers should be both academically and professionally trained. This study may provide a solution to the problem of music teachers’ competence and teaching effectiveness in Nigeria.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
In a study earlier conducted, it was observed that educators in Nigeria have forgotten the important connection between teachers and students and how good teachers carry out their duties more effectively in meeting the predetermined goals of education. In addition, it was observed that in Nigeria and in most developing nations the problem is not designing beautiful programs for national development but implementing them. According to Thomas Poetter, we overlook the treasure in our very own backyard: our students. Student perceptions are valuable to our practice because they are authentic sources of first-hand experiences in our classrooms. As teachers, there is need to find ways to continually seek out these silent voices because they can teach us much about learning and learners (Poetter, 1997). Admittedly, there is more to teaching than feeling affection for children. Yet without love and an eagerness to serve schoolchildren well, teaching loses its heart. Moreover, when teachers forget that children come first, their students and society are in serious danger. Therefore, teachers in schools are both among the most powerful and the most stressed adults in the world. They are powerful because of their influence over young minds, and they are stressed because of the responsibilities that are of-ten out of proportion to their authority (Clark, 1995). The reality is that schools will change and develop only if the teachers within the institutions are empowered to develop themselves (Bayne-Jardine, 1994; Doyle & Hartle, 1985).
In Nigeria, reasonable preparations are made to improve teachers’ professional development through the establishment of colleges of education, both at the federal and state levels. Institutes of education and faculties of education in various universities are also established to provide effective and professional teacher education programs. In such institutions, students are trained to form habits that will help them become teachers capable of shouldering responsibilities, showing initiative and being good models for their future pupils.
Additionally, the National Policy on Education [NPE] (1989) Section 9, sub-section 65 states that at the National Certificate in Education (NCE) anddegree levels, teacher education programs will be expanded to cater to the requirements of vocational, technical, and commercial education. The sub-section also recognizes the problems with Nigeria’s education system and the federal government’s promises to implement the commission’s recommendations by providing physical facilities and qualified staffs in schools. Sub-section 67 acknowledges the federal government’s willingness to direct the universities to work out a program to make it possible for suitable qualified holders of the National Certificate in Education (NCE) to complete a degree in education at the university in two years instead of the present three years. Sub-section 73 states that teacher education will continue to recognize changes in methodology and curriculum and with the promise that teachers will be regularly exposed to innovations in their profession; in-service training will be developed as an integral part of continuing teacher education. The NPE further argues in sub-section 74 that “No matter the efficiency of the pre-service training we give to teachers, there will necessarily be areas of inadequacies. In-service education for teachers will continue to fill these gaps. For instance, library service education, evaluation techniques, guidance and counselling, etc. will be systematically planned so that successful attendance at a number of such courses will attract incremental credit and/or count towards future advancement.”
MUSIC TEACHERS’ COMPETENCE AND EFFECTIVENESS IN TEACHING IN PRIVATE SCHOOLS IN IBESIKPO ASUTAN LGA
