Teachers’ Capacity Building: A Genuine Mechanism for Achieving Human Capital Development in Nigeria

Résumé

This study examined teachers’ capacity building as genuine mechanism for achieving human capital development in Nigeria. The study is delimited to Delta North Senatorial District of Delta state, Nigeria. Three research questions guided the study. This study adopted the descriptive survey design. The population of this study covers all school teachers in Delta North Senatorial District of Delta state.

The sample of this study consisted of 330 teachers. Purposive sampling technique was used to select 3 out of 9 local government areas that constituted Delta North Senatorial District of Delta state. Twenty schools were selected using the simple random sampling technique of which about 15 teachers were purposively taken from each school. The instrument adopted in the study was the questionnaire titled: Teacher Capacity building Inventory (TCBI). It was constructed by the researcher. The data collected were collated, coded and analyzed with descriptive statistics because of their appropriateness to the research questions.

The outcome of the study revealed that the extent to which teachers’ capacity building can enhance the achievement of human capital development in Nigeria is very high. There were several challenges militating against teachers’ capacity building in Nigeria and that the itemized strategies were laudable for improving teachers’ capacity building in Nigeria.

Conclusion was reached based on the findings and useful recommendations were made, which include among others that attention should be paid to development programmes that would make teaching career appealing and geared towards achieving human capital development in Nigeria. Government should device more strategies that will enhance capacity building of teachers’ Educational administrators and policy formulators should implement policies that would surmount the challenges facing teachers’ professional development in Nigeria.