PROFICIENCY DEVELOPMENT NEEDS OF TEACHERS FOR EFFECTIVEIMPLEMENTATION OF SENIOR SECONDARY SCHOOL ECONOMICS CURRICULUMIN ABIA STATE

FAVOUR ONYEMERE; MAXWELL EDE

Authors

ONYEMERE, FAVOUR IHUOMA Department of Agricultural and Vocational Education, College of Education, Michael Okpara University of Agriculture, Umudike, Abia State, Nigeria. Author
EDE, MAXWELL O. (PhD) Department of Agricultural and Vocational Education, College of Education, Michael Okpara University of Agriculture, Umudike, Abia State, Nigeria Author

Keywords:

Proficiency Development, teachers, implementation, Senior Secondary Schools, Economics

Abstract

This study aimed to investigate the proficiency development needs of teachers for the effective implementation of the senior secondary school Economics curriculum in Abia State. Guided by two research questions and corresponding null hypotheses tested at a 0.05 level of significance, the study adopted a descriptive survey research design. The population comprised 221 Economics teachers, including 88 from urban areas and 133 from rural areas, with a sample size of 177 teachers. Data were collected using the Economics Teachers Proficiency Development Needs Questionnaire (ETPDNQ), which was validated by three experts and demonstrated a reliability coefficient of 0.73 using Cronbach’s Alpha. Data analysis employed Mean, Standard Deviation, Improvement Needed Index (INI), and t-test at a 0.05 significance level. The findings revealed that teachers require proficiency development in instructional planning and instructional content delivery to effectively implement the senior secondary school Economics curriculum. Based on these results, the study recommended that the Abia State government provide necessary support and encourage teachers to participate in development programs. This would enhance their proficiency in instructional planning, organization, and content delivery, ensuring they remain updated with current trends in instructional practices for effective curriculum implementation.