Technical Teachers’ Competency Needs for Effective Teaching of Basic Electricity in Technical Colleges in Anambra and Enugu States

Abstract

This study determined Technical teachers’ competency needs for effective teaching of Basic Electricity in Technical Colleges in Anambra and Enugu States, Nigeria. Two purposes and two research questions guided the study. Two null hypotheses were tested 0.05 alpha level. Descriptive survey research design was adopted for the study. The population comprised 105 (74 males and 31 females) Technical teachers who are teaching Basic Electricity in 14 Technical Colleges in Anambra and Enugu States. The entire population was used because the population was manageable. The instrument for data collection was 24-items structured questionnaire. The instrument was validated by three experts. Cronbach Alpha method was used to determine the internal consistency of the instrument with an overall co-efficient value of 0.91. Mean and standard deviation were used to answer the research questions, while t-test was used to test the null hypotheses at 0.05 alpha level. The findings of the study revealed that Technical teachers highly needed pedagogical and information and communication technology competencies for effective teaching of Basic Electricity in Technical Colleges in Anambra and Enugu States. Technical teachers in Technical Colleges in Anambra and Enugu States differed significantly in their mean ratings on the pedagogical and information and communication technology competencies needs for effective teaching of Basic Electricity based on their gender and teaching experience. It was recommended among others that improved teacher competency development should be sustained to ensure that graduates acquire industry-relevant skills needed for employment and self-employment.