An Examination of Professional and Non-Professional Teachers Classroom Methodological Competencies

Abstract:

This research paper examines professional and non-professional teachers’ methodological competencies among secondary school teachers in Nigeria. The main focus of this study is to probe the impact of the professional and non-professional teachers’ methodological competencies as a predictor of their teaching effectiveness, and see how it aligns with other existing research studies. While this exploration is a survey research, questionnaire was use for data gathering, and multiple statistical procedures were employed in the analysis. This study contributes both in terms of theory and practice. Theoretically, it provides an outline of school effectiveness and quality improvement that can be used as a basis for further research. The study identifies factors that create barriers to teachers’ methodological competencies between the two categories of teachers used in this study. It also describes the present situation on ground in Nigerian secondary schools. At the practical level, the outline might guide school leaders, education planners and policy makers in their school effectiveness and quality improvement endeavors.