PROFICIENCY DEVELOPMENT NEEDS OF TEACHERS FOR EFFECTIVE IMPLEMENTATION OF SENIOR SECONDARY SCHOOLS ECONOMICS CURRICULUM IN ABIA STATE

Favour Onyemere; Ede Maxwell

Authors

Onyemere Favour Ihuoma Department of Agricultural and Vocational Education, College of Education, Michael Okpara University of Agriculture, Umudike Abia State Author
Maxwell Ede O. Department of Agricultural and Vocational Education, College of Education, Michael Okpara University of Agriculture, Umudike Abia State Author

Keywords:

Proficiency Development, Teachers, Curriculum implementation, Improvement Needs, Economics

Abstract

The study examined the proficiency development needs of teachers for effective implementation of senior secondary schools Economics curriculum in Abia State. The study was guided by three research questions and three corresponding null hypotheses which were formulated and tested at 0.05 level of significance. The study adopted descriptive survey research design. The population of the study was 221 comprising 88 Economics teachers in urban and 133 Economics teachers in rural area. The sample of 177 Economics teachers was used in the study. This comprised 68 Economics teachers in urban and 109 Economics teachers in rural area selected using proportionate stratified random sampling technique for adequate representation. The instrument for data collection was a researcher developed questionnaire titled: “Economics Teachers’ Proficiency Development Needs Questionnaire (ETPDNQ)”. The instrument was validated by three experts. The reliability of the instrument was 0.73 tested using Cronbach Alpha statistic. The data collected were analyzed using Mean, Standard Deviation, Improvement Needed Index (INI) to answer the research questions while t-test was used to test the hypotheses at 0.05 level of significance. The result of the data analyses revealed among others that: teachers need proficiency development in instructional planning, organization of instructions and instructional contents delivery for effective implementation of senior secondary schools Economics curriculum in Abia State. Based on the findings of this study, it was therefore recommended that Government of Abia State should encourage and provide teachers with the needed support to participate in development programme so as to enhance their proficiency development needs in instructional planning, organization of instructions and instructional contents delivery and as well to keep them abreast with the current trends in instructional practices for effective implementation of senior secondary schools Economics curriculum.