ASSESSMENT OF INSTRUCTIONAL COMPETENCIES OF TEACHERS FOR EFFECTIVE IMPLEMENTATION OF SOCIAL STUDIES CURRICULUM IN JUNIOR SECONDARY SCHOOL, OBOLLO EDUCATION ZONE
This study was conducted to assess the instructional competencies of teachers for effective implementation of social studies curriculum. The aim of the study was to determine the content/subject matter knowledge, classroom management and evaluation competencies of teachers as well as the influence of teachers factors like gender and qualifications on the competencies possessed in implementing junior secondary social studies curriculum. Descriptive research design was employed. A population of all 63 Social Studies teachers and a sample of 354 social studies students from Obollo education zone were used. Simple random sampling technique was used to select the population of study. The instruments for data collection were two questionnaires (i.e. one for teachers and one for students). Reliability test, The instrument was trial tested using ten (10) Social Studies teachers and ten (10) social studies students in schools that would not be used as part of the study but share the same characteristics with the subjects for the study. Mean and t-test were used to analyse research questions and hypotheses respectively. The major findings of the study revealed that Social Studies teachers possess adequate competence in subject matter/content knowledge for the effective implementation of Social Studies curriculum. Social Studies teachers possess competencies in classroom management for effective implementation of Social Studies curriculum. Classroom management competencies possessed by Social Studies teachers is adequate. Gender has no influence on teachers’ competencies in managing classroom for effective implementation of Social Studies curriculum. Social Studies teachers possess adequate competencies in evaluation for effective implementation of Social Studies curriculum. Social Studies teachers’ evaluation competency is adequate for effective implementation of Social Studies curriculum. Teacher’s educational qualification significantly influences their competencies for effective implementation of Social Studies curriculum. On the aspect of researcrh hypotheses, the findings revealed there is no significance difference in the mean ratings of male and female students on the teachers’ classroom management competencies for implementation of Social Studies curriculum in junior secondary school. Also, there is no significant difference in the mean ratings of male and female students on teachers’ evaluation competencies for effective implementation of Social Studies curriculum. Based on the findings, the researcher recommended that the Ministry of Education through its education board should ensure full implementation of Social Studies curriculum in Obollo education zone through job training, promotion and provision of seminars and workshops to help teachers to be committed to the teaching of Social Studies. The Social Studies curriculum planner should liaise with the management of junior secondary Obollo education zone to ensure that classroom management, content/subject matter knowledge and evaluation competency is improved. Professional bodies like Nigeria Educational Research and Development Council (NERDC) should initiate researches in finding ways of developing instructional materials that will suit the various topics in Social Studies.