SOURCE:

Faculty: Education
Department: Vocational Education

CONTRIBUTORS:

Michael I. Ofonmbuk
Eze T. I

ABSTRACT:

The study was carried out to determine competency needs of technical teachers for effective teaching of Basic Technology in Cross River State. Eight research questions guided the study while eight null hypotheses were formulated and tested at 0.05 level of significance. The study adopted descriptive survey research design. The population for the study was 82 technical teachers who were teaching Basic Technology. There was no sampling because of the manageable size of the population. The instrument used for data collection was structured questionnaire. Three experts validated the instrument. Cronbach’s alpha reliability method was used to determine the internal consistency of the instrument in which 0.79 reliability coefficient was obtained for the entire instrument. Weighted Mean and Improvement Need Index (INI) were employed to analyze data for answering research questions while z-test statistic was used to test the hypotheses at 0.05 level of significance. The study found that 10 out of the 12 pedagogical competencies were needed by technical teachers for effective teaching of Basic Technology while 2 were not needed. In classroom management competency, 7 out of the 10 competencies were needed and 3 were not needed. In information and communication technology (ICT) competency, all the 12 items were needed by the technical teachers. As regards intrapersonal competency, 8 out of the 10 competencies were needed. On interpersonal competency, 9 out of the 12 items were needed. In terms of laboratory management competency, 9 out of the 12 competencies were needed. In the area of affective work competency, 4 out of the 12 competencies were needed. For instructional materials development and utilisation competency, 4 out of the 10 competencies were needed by the technical teachers for effective teaching of Basic Technology. The hypotheses tested revealed that there was no significant difference in the mean responses of male and female technical teachers in the areas of pedagogical, classroom management, information and communication technology, intrapersonal, laboratory management, affective work and instructional materials development and utilization competencies for effective teaching of Basic Technology. However, there was a significant difference in the mean responses of both male and female technical teachers as regards their interpersonal competency needs. It was recommended among others that Cross River State Ministry of Education and Secondary Education Board should organize regular retraining programme for technical teachers in the state on those areas where they are found in this study to be deficient particularly on the use of information and communication resources.