ABSTRACT
This study is on impact of postgraduate diploma in education programme on the performance of teachers. The total population for the study is 200 staff of selected secondary schools in uyo, Akwa Ibom state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, teachers and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
CHAPTER ONE
INTRODUCTION
- Background of the study
Quality of teachers is important in any meaningful presentation of educational transactions. The concept of education cannot be properly defined or conceptualized without reference to those who impact the knowledge (Double Gist, 2013). The National Policy on Education (2004) views education as an instrument par excellence for effecting national development. An educational system is effective to the extent it makes use of the available resources to achieve its stated aims and objectives. The major objective of every school system irrespective of the level of education is to provide high quality education for learners (Whawo, 1993). In addition, the success of any educational system no doubt depends on the available methodological competence, educational qualification level, and the administrative machinery established for its implementation. In recognition of this fact, therefore, professionalism is given a major emphasis in all teaching activities. For this reason, there has been an upsurge in attempts to acquire professional teaching qualifications such as the Nigeria Certificate in Education (NCE), Bachelor of Arts Education (B. A. Ed), Bachelor of Science Education (B. Sc. Ed), Bachelor of Education (B. Ed.), Master of Education (M. Ed.), Doctor of Philosophy (Ph. D.) in education, and other educational qualifications that are needed to become a professional teacher in Nigeria (Ololube, 1997), such as the PGDE programme. The Philosophy of PGDE Programme is to produce educators who will serve as agents of positive change through the social engineering processes of education as teachers, researchers, experts, educational policy/programme designers, developers, implementers, evaluators and experts whose services shall be useful in related fields of national and international development (TRCN, 2010)
The PGDE Programme is theoretical and practical. It includes important aspects of teaching and learning. The programme addresses the philosophical problems of the bases of educational practice, the diverse human settings within which teaching and learning occur, the practical process and content of teaching, the definition of the teacher’s role and teaching ethics. At the end of the programme, learners should have in-depth knowledge of education and the professional requirements as well as competence to adequately teach at various levels of education and function effectively in other organisations. In Nigeria this is again evident by our corps members who are sent to teach with little or no professional teaching qualification. This conception is not good for the profession. There has been a general conception in Nigeria among teaching and nonteaching staff that the ability to teach with enthusiasm may be both in-born and acquired. It was further argued in Ololube’s discussion and evaluation with university colleagues that academic qualification without undergoing a period of professional training is all that is required for teaching competence. In this paradigm, the public see intelligence, interest, and other personal traits as the only qualities assumed to be necessary for effective teaching. Therefore, they concluded that teacher education is unworthy. The need for the PGDE programme however, cannot be over emphasized
- STATEMENT OF THE PROBLEM
The Philosophy of PGDE Programme is to produce educators who will serve as agents of positive change through the social engineering processes of education as teachers, researchers, experts, educational policy/programme designers, developers, implementers, evaluators and experts whose services shall be useful in related fields of national and international development (TRCN, 2010). According to Premium Times (2016) over 60 percent of teachers in public primary and secondary scools in Nigeria are unqualified. This is true of the statement by the former Acting Permanent Secretary, Federal Ministry of Education, Hajia Hindatu Abdullahi that “many Nigerian teachers are not qualified, hence has no requisite skills and capacity to impact knowledge, a factor responsible for mass examination failures in recent times” ( MetroNaija, 2015; GistMania, 2010). Therefore, the public concluded that teacher education is unworthy. The need for the PGDE programme however, cannot be over emphasized. The researchers wish to debunk the assertion that the PGDE programme is useless. It is against this backdrop that the researchers set out to assess the effectiveness of the PGDE programme in meeting the job needs of teachers in secondary schools.
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