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Perceived Best Practices and Teaching Enhancement of Private Secondary School Teachers in Ikom Education Zone of Cross River State, Nigeria
Author Name

Eniang Esien, Obia Ekpenyong Department of Educational Management Cross River University of Technology, Calabar Cross River State, Nigeria

Abstract

The research undertaking was carried out to examine Perceived Best Practices and Teaching Enhancement of Private Secondary School Teachers in Ikom Education Zone of Cross River State, Nigeria. The study adopted the correlational research design with an accessible population of 987 respondents with simple random sampling techniques and a sample size of 435 teachers. A researcher developed an instrument on the “Perceived Best Practices and Teaching Enhancement Questionnaire  (PBPTEQ)” validated by experts in Educational Management at the University of Calabar and Cross River University of Technology Calabar. The reliability of the instrument, was established with split-half reliability analysis and the reliability coefficient ranged from .66 and .74. The data were analysed with simple linear regression analysis and the findings revealed perceived best practices in terms of that; physical infrastructure facilities, school leadership style and staff training, significantly predict teachers teaching enhancement in private secondary school in CRS, Nigeria. This study recommends that before any tertiary institution admits students, its management should ensure basic physical facilities like classrooms, libraries, laboratories and administration offices must be put in place.

Keyword: Perceived, Best Practices, Teaching and Enhancement



Published On :
2021-09-30

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