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Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 1, Article
4 (June, 2007) Nwachukwu Prince OLOLUBE The relationship between funding, ICT, selection processes, administration and planning and the standard of science teacher education in Nigeria |
Discussion of Results and Conclusion
This study explored the diverse factors that militate against effective teacher education programs in Nigeria with the focus on ascertaining the relationship between Funding, ICT, Administration and Planning along and pre-service teachers’ selection processes. In addition, the study critically examined and described the relationship between the above mentioned facets and their impact on the successful implementation of teacher education agendas in Nigeria. The research project lasted for a period of 2 years and attempted to develop a relative ranking of the problems encountered by teacher education institutions as perceived and presented through the respondents’ answers. The research strategy and design of this investigation however are in tune with other studies in the domain, which makes the study valid and reliable.
Contrary to the expectation of the researcher, the five hypotheses tested between variables and the standard of teacher education programs were rejected because of their negative relationships to effective teacher education development in Nigeria.
Table 4: Summary of Tested Hypotheses and their Status
|
Hypotheses |
Status |
|
Hypothesis 1 |
Rejected |
|
Hypothesis 2 |
Rejected |
|
Hypothesis 3 |
Rejected |
|
Hypothesis 4 |
Rejected |
|
Hypothesis 5 |
Rejected |
The findings pointed to the fact that funding, ICT, administration and planning along with student teacher selection processes drastically affected the standard of teacher education. Based on the results of this study, neither of the independent variables influenced the respondents’ opinion toward the dependent variables. Results of this study further revealed that the respondents were greatly dissatisfied with the insufficient funding and the slow pace of the integration of ICT into teacher education programs. They were also not pleased with the administrative and planning processes, more especially the implementation and control stages. Likewise they were dissatisfied with the pre-service teachers’ selection processes. This finding reinforced previous research that investigated the standard of education and science teacher education (c.f., Eze, 2001; Lawal, 2003; Okeowo, 2006, Ololube, 2006b) in relation to the administration and planning processes and the integration of ICT in Nigerian education (Olujuwon, 2003; Yusuf, 2005).
Whilst adding to the claims on this topical issue of science teacher education, the study also helps in providing descriptions and explanations regarding the impact of funding, ICT, administration and planning as well as the selection processes on the poor standard of teacher education. The pertinence of this study can be seen in that it is necessary to ensure that the Nigerian science teacher education programs are given a new lease on life thus making the teaching profession more challenging and inspiring many more intelligent and suitably qualified candidates to become part of the programs. Science teachers should be highly motivated to encourage candidates to opt for the teaching profession because it is not sufficient to raise pay slips alone.
There ought to be the realization that the qualities of the lecturers and teachers we have in our educational system obtain money under duress from students, and there is the need for improvement by stopping the extortion if we do not want a total collapse of the nation’s educational system. In essence, teachers must be treated at all levels of our educational system as equals of their counterparts in other professions so that we can improve the standard of education in order to meet the global demand for quality education for sustainable development.
Clearly, it is my belief that experiences from other countries will offer increased insight regarding the importance of teacher education and from whose “best practices” Nigerian educators can learn. Learning from other countries could bring Nigeria a long way towards realizing the significance of teacher education in national development. This study could also help the Ministry of Education in Nigeria as well as those in other developing countries to effectively manage their teacher education programs. This study was undertaken with the belief that professional growth and academic training are two distinctive words and that they are necessary prerequisites for effectiveness in teaching. The kind of professional knowledge teachers acquire through effective teacher education programs and the role of teachers in making this knowledge available to arrive at sound practical judgment is essential to educational development. Thus, this research has both practical and conceptual aims which facilitate a broad understanding of the issues surrounding teachers’ effectiveness in connection with their competencies via effective teacher education in Nigeria.
Furthermore, in this circumstance, effective selection processes, administration and strategic planning are essential to help revitalize the decaying teacher education program in Nigeria. It is against this background that this study points our attention towards empowering education planners and policy makers in Nigeria to learn from other functioning teacher education programs around the world. This is because ineffective administration and planning have been identified as factors that hinder educational productivity in Nigeria (Aderounmu & Ehiametalor, 1985; Enaohwo & Eferakeya, 1989; Whawo, 1993). In the same vein, Hannele Niemi’s discussion of whether teachers have a future and the conditions required for teachers’ growth drew attention to the fact that teacher education and educational administration are important forces for the empowerment of teachers and for changing teachers’ status in society (c.f., Niemi, 1996).
It is presumed that the results from this research may be vital for both universities and other teacher education institutions particularly in developing countries. In light of the findings of this study, it is recommended that getting the priorities of teacher education right is crucial. In essence, it would be possible to develop education and enhance learning so that students and employees in the future gain better knowledge and skills for their educational development.
Generalisability of the Study and Limitations
The generalisability of this research work as can be seen from the design of the questionnaire are themes borrowed from questionnaires used by researchers for teacher education studies which were modified to suit this research objective. In a broad context, the work enables the research findings and results to be replicable in other institutions around Africa. Nevertheless, the generalisability of the findings to other parts of Nigeria and Africa is almost impossible to establish at this point. However, in light of the small sample and the number of institutions used, the spread of the respondents’ demographic variables such as gender, age, status, qualification and length of service, coupled with the location from which the data was collected and against the backdrop of the similarity of the teacher education programs in Nigeria, in addition to the respondents honesty makes the findings of this study fascinating.
This work supports the findings of other studies which highlight its relevance. In conclusion, this research endeavor helps to explain or describe the factors that hold back successful teacher education and professional growth in Nigeria. However, the uncovered factual details are only interpretations made from empirical findings associated with this particular research project. In order to improve on the generalisability of this study’s findings, future studies could increase the sample size as well as take into account the composition of the research subjects. Additional variables that cause problems for teacher education in Nigeria other than the ones dictated in this study could be explored. Finally, this research could be replicated in other settings by incorporating many universities and colleges of education in Nigeria in order to further validate this study’s findings.
Implication for Research and Practice
Searches of the Internet and a review of literature showed that this empirical study is unique among the very few that explored the topic of this research in detail in Nigeria in particular and Africa in general. Those studies were narrow and did not go into extensive details like this study did. Therefore this study provides support for researchers and practitioners. Thus, this study adds to the emerging body of knowledge regarding this domain of study. In addition, the findings of this study suggest that studies involving the effectiveness of teacher education programs in the developing world need not stop at this stage because this investigation is not an end in itself but rather an important predictor for continuing research. There are also implications for government, administrators and policy makers as well as instructors and other entities that are involved with teacher education development in Nigeria in particular and Africa in general.
