ASSESSMENT OF TEAM TEACHING PRACTICE BY LECTURERS IN PUBLIC TERTIARY INSTITUTIONS IN DELTA STATE: IMPLICATIONS FOR PROFESSIONAL COMMITMENT

Authors

  • Ademola David Mayah Department Of Curriculum and Instruction School of Education Federal College of Education (Technical), Asaba
  • Tochukwu Ngozi Ogogor Department of Educational Foundations School Of Education Federal College of Education (Technical), Asaba
  • Glory Sunday Ikona Department of Educational Foundations School Of Education Federal College of Education (Technical), Asaba

Keywords:

Team Teaching, Practices, Lecturers, Public Tertiary Institutions, Professional Commitment

Abstract

This study was on “The Assessment of Team teaching Practice by Lecturers in Public Tertiary Institutions in Delta State: Implications for Professional Commitment”. The main purpose of this study was to assess the extent team teaching is practiced to affect the professional commitment of lecturers in tertiary institutions in Delta state. Four (4) research questions and four (4) hypotheses will guide the study. Descriptive survey research design was adopted in the study. The population of the study was two thousand, one hundred and sixty-eight (2,168) lecturers in the three (3) accredited universities and four (4) colleges of education in the state. Sample size for the study was four hundred and thirty-eight (438) lecturers who were selected through proportionate random sampling technique. The instrument for data collection was a questionnaire titled “Assessment of Team teaching Practice by Lecturers in Public Tertiary Institutions in Delta State: The Implications for Professional Commitment (ATPLPTIDSIPC)” The instrument consisted thirty-two (32) items spread across four clusters and structured in four points rating scale. In order to determine the reliability of the instrument, the internal consistency of the instrument was computed using Cronbach Alpha. The reliability coefficient of each cluster was: 0.88, 0.74, 0.86 and 0.91 respectively. The overall reliability coefficient of the instrument was 0.85 showing that the questionnaire was reliable. The data was collected and analyzed using mean and standard deviation to answer the research questions and t-test to test

the null hypotheses at 0.05 level of significance. Data collected was represented in tables and analyzed using mean score at 2.50 rating and standard deviation. The hypotheses were tested using t-test statistics tested at an alpha level of 0.05 significance. Recommendations will be proffered from the findings of the study. The study revealed that Team teaching practice by lecturers in public tertiary institutions in Delta state have positive effect to a high extent on lecturers’ commitment to job performance and commitment to achieving educational goals but positive effect to a low extent on commitment to professional development and collaboration with other staff. Based on the findings, the following recommendations were made among others: The Federal government in collaboration with education policy makers should make practicable policy that will ensure that every new lecturer is assigned to a senior lecturer for adequate mentoring for professional growth; Quality assurance unit of tertiary institutions should sit up and do proper supervision of the ways team teaching is carried out especially participation of staff in team teaching; and Lecturers in team work should ensure to hold regular meetings and deliberate on topics to be taught.

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Published

2024-02-01

How to Cite

Mayah , A. D., Ogogor, T. N., & Ikona, G. S. (2024). ASSESSMENT OF TEAM TEACHING PRACTICE BY LECTURERS IN PUBLIC TERTIARY INSTITUTIONS IN DELTA STATE: IMPLICATIONS FOR PROFESSIONAL COMMITMENT. African Journal of Educational Management, Teaching and Entrepreneurship Studies, 11(1), 113-129. Retrieved from https://ajemates.org/index.php/ajemates/article/view/383