The study developed professional skills improvement programme for early childhood education teachers in South-East, Nigeria. Five research questions and three hypotheses guided the study. The design of the study was Research and Development (R&D) design. The population for the study was made up of 4,992 which comprised of three categories of respondents. These respondents are 63 lecturers in ECE from government owned Universities and Colleges of Education, 4,914 head teachers from government owned ECE schools and 15 SUBEB staff, 3 staff from each state in the South-East, Nigeria. The sample size for this study was 447, 63 Lecturers in ECE from government owned Universities and Colleges of Education, 15 SUBEB staff, three from each state in the South-East.Yamane’s formula was used to determine the sample size for ECE head teachers. Using the proportionate stratified random sampling technique 369 head teachers were usedfrom the five states in South-East, Nigeria. A 95 item questionnaire developed by the researcher and titled Development of Professional Skills Improvement Programme Questionnaire (DPSIPQ) structured on a four-point rating scale was used as the instrument for data collection. 95 items reflecting the objectives, contents, methods, materials and evaluation techniques for professional skills improvement programme questionnaire were generated. Three experts from University of Nigeria, Nsukka validated the instrument. The reliability of the instrument was trial tested in Delta State using 18 respondents. The data collected were analyzed using Cronbach Alpha Reliability Coefficient. On cluster basis, 0.86 was obtained for cluster 1, 0.80 was obtained for cluster 2, 0.89 was obtained for cluster 3, 0.91 was obtained for cluster 4 and 0.85 was obtained for cluster 5. An overall coefficient of 0.84 was obtained for the entire instrument. The data for the study were collected by the researcher with the help of five research assistants. Out of the 447 copies of the questionnaire administered on prthe respondents, a total of 427 copies (15 SUBEB staff, 63 lecturers and 349 head teachers) representing 95% return rate were analyzed. Mean and standard deviation were used to answer the research questions. A mean cut off of 2.50 and above was used to consider the opinion of the respondents on the appropriate items for inclusion in the programme. Analysis of Variance (ANOVA) was used in testing the hypotheses at 0.05 level of significance. The following were the major results of the study. 15 objectives, 14 contents, 34 methods, 11 materials and 11evaluation techniques were accepted for professional skills improvement programme for ECE teachers in South-East, Nigeria. The findings revealed that there was nosignificant difference (P>0.05) in the mean ratings of ECE head teachers, SUBEB Staff, and Lecturers on the objectives of professional skills improvement programme for ECE teachers but the difference is not statistically significant. There was a significant difference (P<0.05) in the mean ratings of ECE head teachers, SUBEB Staff, and Lecturers on the appropriate content for professional skills improvement programme for ECE teachers. There was significant difference (P<0.05) in the mean ratings of ECE head teachers, SUBEB Staff, and Lecturers on the evaluation techniques for professional skills improvement programme for ECE teachers. Based on the findings, it was recommended, among others, that the developed packaged should be used for training and retraining programme for early childhood education teachers by school administrations, government agencies and UNICEF for the purpose of effective teaching delivery in early childhood schools in South-East, Nigeria.
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Thesis Abstract
The study examined the relationships between demographic variables, job satisfaction and productivity of university lecturers in South East, Nigeria. The co-relational survey design was used for the study. Thirteen research questions and nine hypotheses guided the study. The population of the study consisted of 5,838 lecturers. The sample for the study was 416 lecturers obtained using Taro Yamen’s Formula. Proportionate stratified random sampling technique was used to select the number of lecturers per the five universities, while 1,664 students were used to assess the productivity of the lecturers. Two instruments namely University Teachers’ Job Satisfaction Questionnaire (UTJSQ) and University Teachers ‘Productivity Questionnaire (UTJPQ) were used. These instruments were validated by three experts in Educational Administration and Planning, and Measurement and Evaluation, from University of Nigeria, Nsukka. The reliability coefficients of 0.83 and 0.87 were obtained for UTJSQ and UTPQ respectively. The data collected were presented using mean, standard deviations, and Pearson Product Moment Correlations Coefficient. The null hypotheses were tested using multiple regressions and associated t-tests at 0.05 level of significance. The findings indicated that lecturers in South East, Nigeria, derived job satisfaction only from social interaction. They were productive in interpersonal relations, organizing lectures, teaching proper and evaluation. Age, qualification, teaching experiences have substantial relationship with publications and conference attendance of lecturers, while teaching experience has substantial relationship with committee assignments of lecturers. Lecturers in Humanities have more job satisfaction than those in sciences. For Male lecturers, as the teaching experience increases, the job satisfaction increases. Male lecturers in humanities have higher job satisfaction than those in the sciences, while female lecturers in the humanities have more job satisfaction than those in the sciences. The findings also showed that as status of male lecturers increase their job satisfaction decreases. For female lecturers, as their status increases their productivity tend to be high. For Lecturers with Master’s degree, as their age, status and teaching experience increase their job productivity increases. Those with Ph.D with more teaching experience, have more job satisfaction. Lecturers with Ph.D in the humanities have higher job satisfaction than those in the sciences. Less experienced lecturers who are younger are more satisfied with their job than those who are older. Lecturers with less experience who have lower status, have higher job productivity than those with higher status. However, more experienced ones with higher status, have higher job productivity. It was recommended among others that the Government should endeavour to provide good working conditions, attractive infrastructural facilities, adequate policies, and good monetary benefits to enable the lecturers be satisfied with their job. The managements of the universities should note the specific areas the lecturers are productive and mount workshops on the areas that they need to improve on for effective teaching and learning in the Universities. Female lecturers in the sciences should be motivated by providing them with fellowships, scholarships and research grants. The government should adopt a policy that makes it mandatory for lecturers with Master’s degree to proceed without delay to obtain Ph.D to enable them derive higher job satisfaction.
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