School Inputs And Production Of Quality Technical Teachers In Selected Institutions In South West, Nigeria.

ABSTRACT

This 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.