DETERMINATION OF TECHNICAL TEACHERS’ PROFESSIONAL DEVELOPMENT NEEDS FOR EFFECTIVE TEACHING OF BASIC TECHNOLOGY IN PUBLIC SECONDARY SCHOOLS IN SOUTH-SOUTH NIGERIA

ABSTRACT

The quality of technical education in Nigeria is largely dependent on the competence, adaptability, and continuous professional growth of teachers responsible for delivering technology-based subjects in schools. This study investigated the professional development needs of technical teachers for effective teaching of Basic Technology in public secondary schools in South-South Nigeria. The research was motivated by persistent concerns regarding students’ poor academic performance in Basic Technology, inadequate teacher competencies in emerging technologies, and the increasing demand for innovative pedagogical practices in twenty-first century classrooms.

A descriptive survey research design was adopted for the study. Stratified random sampling and purposive sampling techniques were employed to select respondents from public secondary schools across the South-South geopolitical zone of Nigeria. The sample comprised technical teachers and school administrators selected from the study area. Data were collected using structured questionnaires, focus group discussion guides, and semi-structured interview schedules. Quantitative data were analyzed using descriptive statistics such as mean scores, percentages, and standard deviation, while qualitative responses were analyzed thematically.

Findings revealed that teachers generally possessed positive attitudes toward professional development and acknowledged its relevance in improving instructional effectiveness. However, participation in professional development programmes was largely influenced by extrinsic motivations such as promotion opportunities, salary advancement, certification requirements, and institutional expectations rather than intrinsic professional growth. The study further established that many teachers demonstrated deficiencies in critical competency areas including pedagogical practices, information and communication technology (ICT) integration, laboratory and workshop management, instructional material improvisation, classroom assessment techniques, and learner-centered instructional strategies.

The study also revealed that inadequate funding, irregular training opportunities, lack of institutional support, insufficient instructional facilities, and poor implementation of teacher development policies constituted major barriers to effective professional development among technical teachers. Additionally, significant variations existed in teachers’ professional development needs based on gender, educational qualification, and years of teaching experience.

The study concluded that continuous professional development is essential for improving the competence and effectiveness of Basic Technology teachers in Nigeria’s public secondary schools. It therefore recommended that government agencies, educational administrators, school management boards, and teacher education institutions should institutionalize regular needs-based professional development programmes focused on emerging technologies, innovative teaching strategies, ICT competencies, and practical technical skills. The study also emphasized the need for sustainable teacher mentoring systems, improved funding of technical education, and strengthened collaboration between schools, industries, and teacher training institutions to enhance the quality of Basic Technology instruction in Nigeria.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education remains one of the most important instruments for national development, technological advancement, and socio-economic transformation. Within the educational system, teachers occupy a central position because the success or failure of any educational programme largely depends on the quality, competence, and commitment of the teaching workforce. In recognition of this reality, the Federal Government of Nigeria emphasized in the National Policy on Education that no educational system can rise above the quality of its teachers (Federal Republic of Nigeria [FRN], 2013).

The increasing pace of globalization, technological innovation, digital transformation, and industrial development has significantly altered the expectations placed on contemporary teachers, especially those involved in technical and vocational education. Teachers are now expected not only to possess subject matter expertise but also to demonstrate competencies in learner-centered instruction, digital literacy, creativity, problem-solving, innovation, and the effective use of educational technologies. Consequently, professional development has become a critical requirement for teachers to remain relevant and effective in the twenty-first century learning environment.

Professional development refers to the continuous process through which teachers acquire new knowledge, improve instructional competencies, update professional skills, and adapt to emerging trends in education and technology. According to Schleicher (2012), modern educational reforms require teachers to continuously upgrade their competencies in order to effectively prepare students for contemporary societal and workplace demands. Similarly, Owolabi (2012) argued that pre-service teacher education alone is insufficient to sustain effective teaching throughout a teacher’s career because knowledge and technologies continue to evolve rapidly.

In Nigeria, concerns have increasingly been raised regarding the declining quality of technical education and the poor academic performance of students in technology-related subjects, particularly Basic Technology. Basic Technology is a foundational subject introduced at the junior secondary school level to expose learners to technological literacy, practical skills acquisition, vocational awareness, creativity, and problem-solving abilities. The subject integrates concepts from various technical disciplines such as woodwork, metalwork, electronics, building technology, technical drawing, electrical installation, and information and communication technology (ICT).

Despite the strategic importance of Basic Technology in promoting technological development and self-reliance, evidence from existing studies suggests that many teachers responsible for teaching the subject lack adequate professional competencies in several instructional areas (Akpan & Silas, 2013; Atsumbe, Raymond & Mele, 2012). This challenge is partly attributed to the multidisciplinary nature of the subject, where a single teacher is often expected to teach multiple technical areas despite being trained in only one or two specializations. Such limitations reduce instructional effectiveness and negatively affect students’ learning outcomes.

Furthermore, the integration of Information and Communication Technology (ICT) into education has created additional demands on technical teachers. Teachers are increasingly required to integrate digital tools, virtual simulations, multimedia resources, and modern instructional technologies into classroom practice. Unfortunately, many technical teachers in Nigerian secondary schools lack sufficient ICT competencies, thereby limiting effective technology integration in teaching and learning processes (Umunadi, 2009).

The South-South region of Nigeria occupies a significant position in the country’s socio-economic landscape due to its industrial activities, oil and gas operations, and increasing technological demands. However, reports from educational stakeholders and examination bodies indicate persistent poor student performance in Basic Technology examinations across the region. This situation raises concerns about the preparedness, competence, and professional development status of teachers responsible for delivering the subject.

Additionally, changing educational policies, curriculum reforms, and emerging pedagogical practices require teachers to continuously update their instructional approaches. Effective teaching of Basic Technology now requires competencies in classroom management, assessment strategies, workshop organization, instructional material improvisation, student mentoring, collaborative learning, entrepreneurship education, and digital pedagogy. Without continuous professional development, technical teachers may experience skill obsolescence, thereby becoming less effective in meeting contemporary educational demands.

The need for teacher professional development is further supported by the increasing global emphasis on Technical and Vocational Education and Training (TVET) as a tool for youth empowerment, innovation, and economic development. UNESCO (2021) emphasized that teachers in technical and vocational education must continuously update their practical and pedagogical competencies to align with evolving industry standards and technological changes.

Given these realities, there is an urgent need to identify the specific professional development needs of technical teachers responsible for teaching Basic Technology in public secondary schools in South-South Nigeria. Such assessment is necessary to provide empirical evidence for planning effective teacher training programmes, improving instructional delivery, enhancing students’ academic achievement, and strengthening technical education in Nigeria.

1.2 Statement of the Problem

The quality of teaching in Basic Technology in Nigerian secondary schools has become a major concern among educators, policymakers, parents, and other stakeholders in the education sector. Over the years, students’ academic performance in Basic Technology examinations has remained relatively poor, especially in the South-South geopolitical zone of Nigeria. Several studies have attributed this challenge to inadequate teacher competencies, ineffective instructional methods, poor workshop management, insufficient pedagogical skills, and limited exposure to modern teaching technologies.

Many technical teachers currently teaching Basic Technology were trained in specific technical disciplines and may not possess sufficient competencies to effectively teach all components of the integrated curriculum. Consequently, teachers often experience difficulties in lesson delivery, practical demonstrations, instructional material utilization, learner assessment, and classroom management. In some cases, obsolete teaching methods and inadequate knowledge of emerging technologies continue to hinder effective instruction.

Moreover, the rapid advancement in information and communication technology has transformed modern teaching and learning environments. Teachers are now expected to integrate ICT tools into instructional processes to improve learner engagement and enhance educational outcomes. However, many Basic Technology teachers in public secondary schools lack adequate digital competencies required for effective technology integration in classroom instruction.

Another challenge relates to the absence of structured and sustainable professional development programmes for technical teachers in Nigeria. Most teachers rarely participate in regular workshops, seminars, conferences, industrial attachments, or retraining programmes that could enhance their professional growth and teaching effectiveness. Where such opportunities exist, they are often irregular, poorly funded, or inadequately aligned with teachers’ actual professional needs.

In addition, previous studies have focused mainly on students’ academic performance and general teacher effectiveness without adequately identifying the specific professional development needs of Basic Technology teachers in the South-South region of Nigeria. There is also limited empirical evidence on how demographic variables such as gender, teaching experience, and academic qualification influence teachers’ professional development needs.

The inability to address these professional competency gaps may continue to undermine the quality of technical education, reduce students’ interest in technology-related careers, and weaken Nigeria’s aspirations for technological advancement and industrial development. It is against this background that this study seeks to determine the professional development needs of technical teachers for effective teaching of Basic Technology in public secondary schools in South-South Nigeria.

1.3 Objectives of the Study

The main objective of this study is to determine the professional development needs of technical teachers for effective teaching of Basic Technology in public secondary schools in South-South Nigeria.

Specifically, the study seeks to:

1. examine teachers’ perceptions of professional development and its influence on effective teaching of Basic Technology;
2. identify the major determinants influencing teachers’ participation in professional development programmes;
3. determine the professional competency areas in which Basic Technology teachers require further training and development;
4. assess the benefits of professional development programmes on teachers’ instructional effectiveness;
5. examine the challenges affecting teachers’ participation in professional development activities;
6. determine whether teachers’ professional development needs differ based on gender, educational qualification, and years of teaching experience.

1.4 Research Questions

The study will be guided by the following research questions:

1. What are teachers’ perceptions of professional development in relation to effective teaching of Basic Technology?
2. What factors influence teachers’ participation in professional development programmes?
3. What professional competency areas require further development among Basic Technology teachers?
4. What benefits do professional development programmes offer to Basic Technology teachers?
5. What challenges hinder teachers’ participation in professional development activities?
6. How do teachers’ professional development needs vary according to gender, academic qualification, and teaching experience?

1.5 Research Hypotheses

The following null hypotheses will be tested at 0.05 level of significance:

1. There is no significant relationship between teachers’ professional development and effective teaching of Basic Technology.
2. There is no significant difference in the professional development needs of teachers based on gender.
3. There is no significant difference in the professional development needs of teachers based on academic qualification.
4. There is no significant difference in the professional development needs of teachers based on years of teaching experience.

1.6 Significance of the Study

The findings of this study will be beneficial to several stakeholders in the education sector, particularly teachers, school administrators, policymakers, curriculum planners, teacher education institutions, and researchers.

The study will provide technical teachers with valuable information regarding areas where professional competencies require improvement. This will encourage self-development and greater participation in training and retraining programmes.

Educational administrators and policymakers will benefit from the study by gaining empirical evidence necessary for planning and implementing effective teacher development programmes tailored to the actual needs of Basic Technology teachers.

The Ministry of Education and teacher training institutions will find the study useful in reviewing existing teacher education curricula and designing sustainable professional development frameworks capable of addressing emerging technological and pedagogical challenges.

School principals and education managers will also benefit from the findings through improved understanding of the importance of continuous teacher development and institutional support for professional learning activities.

Furthermore, the study will contribute to existing literature on teacher professional development, technical education, and instructional effectiveness in Nigeria. It will also serve as reference material for future researchers interested in teacher education, vocational education, and educational development.

1.7 Scope of the Study

This study focuses on the determination of professional development needs of technical teachers teaching Basic Technology in public secondary schools in South-South Nigeria. The study specifically covers professional competencies related to pedagogy, ICT integration, laboratory management, affective work skills, and interpersonal competencies.

The geographical scope of the study includes selected public secondary schools within the South-South geopolitical zone of Nigeria. Respondents for the study comprise Basic Technology teachers and relevant school administrators.

1.8 Limitations of the Study

The study may encounter limitations relating to time constraints, financial limitations, and accessibility to respondents across different schools within the study area. Additionally, some respondents may be unwilling to provide complete or accurate information due to workload or personal reasons.

Another limitation may arise from reliance on self-reported data collected through questionnaires and interviews, which may be subject to personal bias. However, the researcher will minimize these limitations through proper sampling procedures, triangulation of data collection instruments, and assurance of confidentiality to respondents.

References

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Atsumbe, B. N., Raymond, E., & Mele, E. (2012). Teaching effectiveness of Basic Technology teachers in Nigeria. International Journal of Educational Development, 4(2), 89–101.

Federal Republic of Nigeria (FRN). (2013). National Policy on Education. Lagos: NERDC Press.

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