School Inputs and Production of Quality Technical Teachers in Selected Institutions in South West, Nigeria

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dc.contributor.authorOlusanya, S.O
dc.date.accessioned2019-07-11T07:35:35Z
dc.date.available2019-07-11T07:35:35Z
dc.date.issued2010
dc.descriptionA Thesis Submitted to the School of Postgraduate Studies, University of Lagosen_US
dc.description.abstractThis study examined the influence of some school input variables and the production of qualitative technical teachers in some selected institutions in south west, Nigeria. Seven research questions were raised and five research hypotheses were postulated and tested. Hypotheses one tested three research questions while hypothesis two to four tested the remaining four research questions. The study took its framework from the Hezel Crag’s Model of an effective school system with emphasis on supporting input provision. The model was further strengthened with Charles Posser’s General Theories of Vocational education (GTVE). Three hundred and forty-four college of education year three students and ninety-nine lecturers were used for the study analysis of data was conducted using mean, standard deviation, Pearson product moment correlation (PPMC) one way analysis of variance (ANOVA) was used to indicate the level of variation in each of the following: curriculum, academic staff TVE perception, work morale, administrative managerial skills, learning time and availability of instructional materials and equipment and production of quality technical teachers. The study further ascertained explicit gender-based nature of enrolment into the TVET programme in line with the millennium Development Goal three (MDG3) recommendation. ANOVA, more than other statistical tool enables the researcher performs the interaction influence among the independent variable. The study concluded that all the school input variables studied had a weak relationship with qualitative technical teacher production. The study found that institutional location affect production of technical teachers College of Education in South West, Nigeria. Therefore, it can be inferred that improved lecturers’ perception and moral, administrative skills, parents’ perception and moral, availability of modern machine and infrastructural facilities will enhance qualitative technical teacher’s production in Colleges of Education in South West, Nigeria. The study systematically generated and used base-line data to develop a unique model for entrenching a more sophisticated TVET programme in south west Nigeria in particular; and which could be generalized for Nigerians a nation in development. In essence, the study pursued some challenging ideology which basically used human needs satisfaction to add essential values to knowledge, development, transformative procedure as well as system balancing.en_US
dc.identifier.citationOlusanya, S.O (2010). School Inputs and Production of Quality Technical Teachers in Selected Institutions in South West, Nigeria. A Thesis Submitted to University of Lagos School of Postgraduate Studies Phd Thesis and Dissertation, 236pp.en_US
dc.identifier.other019033078
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/4297
dc.language.isoenen_US
dc.subjectInstitutionsen_US
dc.subjectQualitative Technical Teachingen_US
dc.subjectSchool input variablesen_US
dc.subjectTeachersen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Education::Subject didacticsen_US
dc.titleSchool Inputs and Production of Quality Technical Teachers in Selected Institutions in South West, Nigeriaen_US
dc.typeThesisen_US
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