The Assessment Of The Competence Of Teachers Teaching Integrated Science Subject In Secondary School

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The Assessment Of The Competence Of Teachers Teaching Integrated Science Subject In Secondary School


Chapter One


Introduction

1.1 Background of the Study

Education is viewed as the process of inviting truth and possibility. It is the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life (Dewey, 1938). Learning is both a process and an outcome. As a process it is part of living in the world, part of the way our bodies work. As an outcome it is a new understanding or appreciation of something.

The low level of performance of many students in science subject requires a more effective educational supervision to ensure that teachers are carrying out their job functions effectively in line with recommended curriculum and time frame. Since teaching is a creative act, greater responsibility is placed on the teacher to effectively teach the people. Consequently, the basic psychological problems underlying supervision is to ensure that teaching is improved through effective supervisory techniques which seek to integrate teaching practice with sound principles of education. The concept of Supervision is to guide and stimulate the activities of others to greater improvement. It develops instructional programmes which are needed to meet the educational requirement of modem democratic society and also to provide materials and methods of teaching to enable the people learn easily and effectively. The study seeks to proffer an assessment of the competence of teachers teaching integrated science subject in secondary school.


1.2 Statement of the Problem

The effectiveness of teaching is expected to reflect on the performance of the students in both internal and external examinations. Teachers should be able to identify the point of students’ deficiencies and offer proper teaching assistance to remedy. Consequently, it is believed that good performances are also the effective of teaching carried out by the teachers. Therefore, science teachers should be concerned to know when their students are making progress or not. This requires a thorough knowledge of assessment and evaluation technique. Teacher should possess certain required competencies. The problem confronting the study is to proffer an assessment of the competence of teachers teaching integrated science subject in secondary school.


1.3 Objectives of the Study

The Main Objective of the study is to proffer an assessment of the competence of teachers teaching integrated science subject in secondary school;

The specific objectives include:

  1. To investigate the level of educational qualifications of Integrated Science teachers in Secondary School in Ibiono Ibom Local Government Area of Akwa Ibom State.
  2. To examine the different challenges faced by Integrated Science teachers in Secondary School in Ibiono Ibom Local Government Area of Akwa Ibom State for effective teaching and learning.
  3. To proffer solutions to the different challenges faced by Integrated Science teachers in Secondary School in Ibiono Ibom Local Government Area of Akwa Ibom State for effective teaching and learning.

1.4 Research Questions

  1. What is the level of qualification of integrated science teachers in secondary schools in Ibiono Ibom local government area of Akwa Ibom state?
  2. What are the different challenges faced by Integrated science teachers in secondary schools in Ibiono Ibom Local government area of Akwa Ibom state for effective teaching and learning?
  3. What are the solutions to the different challenges faced by Integrated science teachers in secondary schools in Ibiono Ibom local government area of Akwa Ibom state?

1.5 Statement of the Hypotheses

  • Ho1: There is no significant relationship between educational qualification of teachers and the quality of education the students received.
  • Ho2: There is no significant correlation between challenges facing teachers and their ability to teach effectively.

1.6 Significance of the Study

The study investigates the competence of teachers teaching integrated science subject in secondary school. It provides relevant data for the effective formulation and implementation of policies to enhance the realization of envisaged objective.


1.7 Limitation of the Study

The study was confronted with logistics and geographical factors.


1.8 Definition of Terms

Teaching Defined

Teaching constitute the process of attending to people’s needs, experiences and feelings, and intervening so that they learn particular things, and go beyond the given.

Educational Supervision Defined

Educational Supervision consist of all effort involving school officials directed at t providing leadership to educational workers or teachers to enhance an improved educational system and institution. The process involves the deployment of human and material resources

Education Defined

Education is viewed as the process of inviting truth and possibility. It is the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life.


The Assessment Of The Competence Of Teachers Teaching Integrated Science Subject In Secondary School


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Frequently Asked Questions


Should teachers’ assessment competence be separated from instructional competence?

Although modeling teachers’ assessment competence independently comes with major advantages, its separation from other competences of teachers, particularly from instructional competence (cf. Weinert et al., 1990 ), also bears challenges.

Why do we need teacher competence in Student Assessment?

By establishing standards for teacher competence in student assessment, the associations subscribe to the view that student assessment is an essential part of teaching and that good teaching cannot exist without good student assessment.

What are assessment competencies?

The assessment competencies included here are the knowledge and skills critical to a teacher’s role as educator. It is understood that there are many competencies beyond assessment competencies which teachers must possess.

What is the difference between teaching competencies and teaching skills?

Teaching competencies may require equal amounts of knowledge, skill and attitude, but some will not. Some competencies may involve more knowledge than skill or attitude, whereas, some competencies may be more skill or performance based.  

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