TEACHER TRAINING PROGRAMME AND PRIMARY SCHOOL TEACHER EFFECTIVENESS IN SUBJECT MASTERY COMPETENCE IN SOUTHWESTERN , NIGERIA

Abstract

The study investigated the influence of teacher training programme on primary school teacher effectiveness in subject mastery competence in Southwestern Nigeria. The study specifically examined the levels of teacher effectiveness in subject mastery competence. The influence of teacher training programme indices such as appropriate training strategies (ATS), training content (TC), favourable school climate (FSC) and lecturers/facilitators competence (LC) on teacher effectiveness (TE) in subject mastery competences were specifically investigated. The study raised a major research question and formulated one hypothesis. The study adopted descriptive survey research design. The study population covered all teachers in the public primary schools in Southwestern Nigeria. A sample of 610 participants was selected using multistage sampling procedures. A validated instruments titled Teacher Training Programme Rating Scale (TTPRS) which is four-five Point Likert Scale. The reliability co-efficient of the questionnaire was 0.78. The descriptive statistics of frequency count with mean and standard deviation together with linear regression were used to analyse data collected. The hypotheses were tested at 0.05 level of significance. The results revealed a weighted average mean of 3.14 which showed that most of the teachers sampled were effective in the subject mastery during teaching-learning process. While The ATS, TC FSC and LC jointly predicted 2 TE (R=0.785, F(4;596)=236.777; Adj R =0.614) and accounted for 61.4% of its variance. LFC (β = 0.396), FSC (β = 0.241), TC (β = 0.154and encourage teachers to embark on higher degree.