Teacher characteristics and effective teaching among secondary school teachers in calabar education zone, cross river state nigeria

Abstract

The study examined the influence of teacher characteristics (teacher qualification and year of teaching experience) on effective teaching among secondary school social studies teachers in Calabar education zone of Cross River State Nigeria. To achieve this objective, two hypotheses were formulated and tested. The survey research design was adopted for the study. The sample consist of One hundred and sixty-four (164) teachers in sixty (60) secondary schools in the zone. One structured questionnaire titled “Teacher Characteristics and Effective Teaching Questionnaire’’ (TCETQ) was developed by the researcher and validated by experts in Sociology of Education and in measurement/Evaluation, it had a reliability coefficient of .75 & .92 developed using split half reliability method. One-way analysis of variance (ANOVA) was the statistical tool used to test the hypotheses at 0.05 level of significance. The result of the analysis revealed that teachers’ qualification and year of experience significantly influence effective teaching. Based on the findings, it was recommended among others that teachers should be encouraged to frequently go for professional development long and short term courses in order to acquire knowledge that can facilitate delivery and those who have spent more years should see the need to give room for mentor-mentee relationship for the betterment of the system.