Assessing Professionalism in Teaching: The Secondary Education Perspective in Cross River State, Nigeria

C. O. Ukpor, N. I. Ashibi, S. M. Akpan, A. E. Okon

Abstract


The study examined whether or not teaching is a full profession. It also determined the relationship between professionalism in teaching and teaching effectiveness at the secondary education level in Cross River State, Nigeria. A sample of 850 educators (844 teachers, 3 staff of Teachers’ Registration Council of Nigeria and 3 heads of inspectors of schools) was selected through stratified random sampling, judgemental and wholistic techniques respectively. A 20-item researcher-made questionnaire was used to collect data from respondents. Survey design was adopted. Test statistics adopted for data analysis were frequency, weighted mean and standard deviation. A mean score of 2.00 and above formed the significant/acceptance level. It was found that teaching is a profession but not in its fullest sense, and that there is a strong and positive relationship between professionalism in teaching and teaching effectiveness in the study area. It was recommended that licensing should be an essential pre-requisite for entry into teaching; a uniform and lengthy training period should be maintained in all teacher training institutions and be followed by inductive training. There should be strict enforcement of Education Act 31 of 1993; and more awareness be created among teachers that professionalism in teaching is essential in their career and depends partly on them.


Keywords


Professionalism; Teaching effectiveness; Inductive; Licensing and standards

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References


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DOI: http://dx.doi.org/10.3968/j.hess.1927024020140601.3001

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