Title:
MANAGING TEACHERS FOR TRANSFORMATIVE LEARNING IN SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA: AN IMPERATIVE FOR SUSTAINABLE NATIONAL TRANSFORMATION

Authors:
Adieme, Franca Ginikachi and Ukala, Chinyere Catherine

Abstract:
This study examined how teachers can be managed for transformative learning in secondary schools in Rivers State, Nigeria: An imperative for sustainable national transformation. Two research questions and one hypothesis guided the study. A descriptive research design was adopted. The population comprised all the 286 principals in the 286 public senior secondary schools in Rivers State. Out of these principals, 170 are males while 116 are females. A sample of 129 teachers (77 males and 52 females), representing 45% of the population was drawn using both the simple random sampling and proportionate stratified random sampling techniques. This was determined by the Taro Yamane Formula which gave a minimum sample 105 principals. The instrument that was used for data collection was a researcher-based 17-item questionnaire entitled: “Managing Teachers for Transformative Learning Questionnaire (MTTLQ).” It was structured after the four-point modified Likert rating scale and duly validated by experts. The internal consistency of the instrument was determined using Cronbach’s Alpha. Reliability coefficients of 0.88 and 0.79 were obtained respectively for the various sections of the instrument, which showed that the instrument was reliable. Mean and standard deviation were used to answer the research questions while z-test was used in testing the null hypothesis at 0.05 level of significance. The findings of the study revealed, among others, that transformative learning, which brings about change in learners’ behaviour that will drive sustainable national transformation depends on the ways principals manage teachers in the education system. Based on the findings, it was recommended, among others, that Rivers Sate Government should either pay or subsidize professional development fees for teachers in order to encourage them to constantly upgrade themselves to the evolving approaches to transformational learning in this digital era.

Keywords:
managing, teachers, transformative, learning, imperative and sustainable

DOI:
https://doi.org/10.37500/IJESSR.2024.7613

Date of Publication: 12-12-2024