Managing Science Teachers’ Productivity Challenges for Quality Science Education

Melody N. Modebelu and Nnennaya Kalu-Uche

Academic Journal of Interdisciplinary Studies, 2013, vol. 2

Abstract: Teachers are individuals trained to possess the technical know-how and the elements of what it takes to inculcate the expected national education goals through various curriculum subjects at various levels of education. The ability of these teachers to produce graduates with the expected goals indicates teacher’s productivity or effectiveness. Majority of secondary education graduates in Nigeria and other third world-nations do not adequately manifest the expected goals of secondary education and national education goals at large. This ugly situation negates the current emphasis on achieving quality science and technology driven economy in the nation. The study therefore examined issues in managing Science Teachers’ productivity challenges for quality science education in Anambra State of Nigeria. Descriptive survey design was adopted for the study. Three research questions guided the study. A sample size of 708 science teachers (i.e. 342 Biology, 218 Chemistry, 113 Physics and 35 Basic science teachers), were selected through proportionate stratified sampling. A thirty-item-researchers-made questionnaire built on a 4 point scale was used for data collection. Mean and grand mean were used to answer the research questions. Findings revealed a low extent provision of supportive services for enhancement of teachers productivity in implementing science education reforms. Eight strategies for enhancing science teachers productivity were identified. Based on the findings, sponsoring science teachers to conferences on education reforms and challenges to teachers productivity by ministry of education and corporate organizations were recommended.

Date: 2013
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Persistent link: https://EconPapers.repec.org/RePEc:bjz:ajisjr:268

DOI: 10.5901/ajis.2013.v2n6p119

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