A Descriptive Analysis Of Teachers Professional Competences Needed For Academic Activities In Educational Institutions In Nigeria

Vol. 4 No. 2 February 2016 ISSN 2347-8225 1 A Descriptive Analysis Of Teachers Professional Competences Needed For Academic Activities In Educational Institutions In Nigeria Ugwu, Cosmas Uchenna Department of Health and Physical Education, University of Nigeria, Nsukka Umeifekwem, Joshua Emeka Department of Health and Physical Education, University of Nigeria, Nsukka Ofuebe, Justina Ifeoma Department of Health and Physical Education, University of Nigeria, Nsukka Dibia, Samuel Ifeanyi Department of Health and Physical Education, University of Nigeria, Nsukka

Vol. 4 No. 2 February 2016 ISSN 2347-8225 2 ABSTRACT The aim of the study is to analyse teachers professional competences needed for academic activities in educational institutions in Nigeria. The specific focus of the study was to analyse the prospects available for teachers professional development and teachers professional competences needed for academic activities in educational institutions in Nigeria. The study was based on social cognitive theory by Bandura. The study used a qualitative research methodology particularly the content and desk analysis design. The researchers chose this design due to the fact that it allows for critical analysis beyond the statistical results used in such qualitative studies. The researchers reviewed literature on the prospects available for teachers professional development and teachers professional competences needed for academic activities in educational institutions. The study concludes that currently, most teachers have limited access to the prospects available for teachers professional development. Cases of prevailing unwholesome practices by teachers cast doubts on the effectiveness of teachers professional competencies in discharging academic duties in educational institution. This therefore calls for a comprehensive review of the teachers curriculum by NUC and NCCE in Nigeria. The study recommended TRCN should review their professional standards for teachers development to meet the expectations in 21 st century and beyond. Keywords: Teachers, Professional Development, Prospects, Competence, Training, Academic Activities, Education Institutions 1. INTRODUCTION In Nigeria, teaching has a low status, while many teachers are involved in some noticeable unwholesome practices such as examination malpractices, absenteeism from school and classes, lateness to school, inappropriate and non-keeping of records, trading within and outside school, commercial driving, immoral relationship with students, extortion of money, drinking and smoking during official hours (Ige, 2012). The inability of teachers to show commitment to their professional responsibilities in school system has been attributed to lack of exploration of available prospects, indiscipline, poor teacher competence, lack of seriousness, inadequate professional development and poor teacher training in the profession. It becomes apparent to focus on teachers professional development as a stepping stone towards improving teachers competences and correcting the obvious prevailing unwholesome practices as observed in educational institutions in Nigeria. A profession is a calling which requires specialized knowledge and often a long and intensive academic training (Ukpong, 2015). Teaching being a profession has its own professional standards well spelt out by the Teachers Registration Council of Nigeria (TRCN, 2010) to guide teachers on their duties and as well improve their professional competences. Professional standard here refers to a minimum set of knowledge, skills, values, attitudes,

Vol. 4 No. 2 February 2016 ISSN 2347-8225 3 conducts, rights, privileges, and obligations expected of a teacher in accomplishing academic goals. In order to accomplish the goal of education, there is need for well-defined professional competences, teacher efficacy, in-depth knowledge of subject, content, age-specific pedagogy and many other varied skills such as patience, leadership and creativity in teachers (College Foundation of North Carolina CFNC, 2014). Teachers therefore, require routine opportunities to attend seminar, workshop and conferences to enable them update their knowledge and competences, enhance their skills, attitudes and approaches, apply changes made to curricular, develop and apply new strategies concerning curriculum and acquire skills for integrating advances in ICT in teaching and learning. Such social setting according to Bandura (1997) serves as a tool in building one s efficacy and competency. Competency according to Olaitan (2003) is the behavior, skills and attitudes that are required for successful performance of task. In view of Ely (1989), competency is explained as essential knowledge and skills obtainable in a profession and those which the professionals in the field must possess and be able to demonstrate at optimal level of acquisition and functioning. This is an indication that teachers professional competency is an integral part of teaching profession which is viewed from the point of competency improvement in planning, organizing, implementing instruction and students assessment. Teachers professional competency therefore, refers to the development of knowledge, skills and attitude of the teachers which generates reputation in educational institutions. It has been noted that professional development of teachers is necessary to upgrade/update teachers knowledge and skills in curriculum implementation, which should be geared towards the production of teachers who are equipped to meet the challenges of the 21 st century; nurturing a commitment of lifelong teaching that is creative, innovative and responsive to changes in the world of knowledge and the changing needs of the society. This agrees with Ajoku (2013) who refers to teachers professional development as ongoing learning opportunities available to teachers and other education personnel through their school which has to do with the skills and knowledge attained for personal development in career advancement. The role of teachers in the educational agenda of any nation cannot be overemphasized. The national policy on education (FRN, 2004) states clearly that no education system can arise above the quality of the teachers. The goal of teacher education in Nigeria includes, among others to encourage the spirit of inquiry and creativity in teachers and providing them with the intellectual and professional background that will be adequate for their assignments and also make them acceptable to changing situations (FRN, 2004). In addition, the Nigerian National Policy on Education states that the purpose of teacher education is to provide teacher-trainee with intellectual and professional background adequate for their assignment and make them adapt to any changing situation not only in the life of their country but in the wider world (Federal Republic of Nigeria, 2004).

Vol. 4 No. 2 February 2016 ISSN 2347-8225 4 Prospects, here, are the relevant opportunities in school system such as study leave with pay, research grants, and loan facilities, learning facilities for in-house seminars/workshops, ICT facilities, education technology to perform tasks, instructional/ learning resources and reward for high performance, provided for teachers to motivate and improve their knowledge, skills and competences in their profession. The Nigerian government takes cognizance of the fact that education is the primary avenue to national integration, socio-economic development and nations building. It is therefore critical to analyse prospects available for teachers professional development and the professional competences needed for academic activities in educational institutions in Nigeria. 2. STATEMENT OF THE PROBLEM Teaching profession is a demanding job that requires well-defined professional competences by teachers in order to effectively discharge academic activities in educational institutions. The educational institutions are guided by relevant laws, policies and regulations on teachers professional development. It is expected that a well-defined teachers professional competences in teaching profession would be instrumental in addressing multiple problems facing Nigerian educational system including: poor teacher preparation, irregular in-service training, poor funding, lack of good structures, dearth of materials, and insecurity in schools, among others. In attempt to enhance and sustain teachers professional competences for academic purposes, the Nigerian government made some relevant prospects available for teachers to explore. Despite the existence of these notable efforts by Nigerian government, the teachers professional competences needed for academic activities in educational institutions in Nigeria have not been substantially met. The consequences are felt in unwholesome practices and poor discharge of academic activities in school system resulting to low academic performances by the students. Literature has also shown that in Nigeria, the educational system at all level is at very low ebb (Abbas, 2006). It is in this background that the researchers decided to find out the prospects available for teachers professional development and as well critique the teachers professional competences needed for academic activities in educational institutions in Nigeria. 3. PURPOSE OF THE STUDY The purpose of this study was to analyze teachers professional competences needed for academic activities in educational institutions in Nigeria. 4. OBJECTIVES OF THE STUDY The following objectives guided this study:

Vol. 4 No. 2 February 2016 ISSN 2347-8225 5 Analyse the prospects available for teachers professional development for academic activities in educational institutions in Nigeria. Analyse the teachers professional competences needed for academic activities in educational institutions in Nigeria. 5. RESEARCH QUESTIONS What are the prospects available for teachers professional development for academic activities in educational institutions in Nigeria? What are the teachers professional competences needed for academic activities in educational institutions in Nigeria? 6. RESEARCH METHODOLOGY This is a qualitative study using content and desk analysis design. The researchers chose this design due to the fact that it allows for critical analysis beyond the statistical results used in such qualitative studies. In this study, the researchers constructively critique the prospects available for teachers professional development for academic activities in educational institution. The study further reviewed relevant literature on teachers professional competences needed for academic activities in educational institutions in Nigeria. 7. THEORETICAL FRAMEWORK This study on teachers professional competences needed for academic activities in educational institutions is guided by social cognitive theory by Bandura (1986). The theory stipulates that portions of an individual s knowledge acquisition can be directly related to observing others within the context of social interactions, experiences and outside media influences. The theory explained human behavior using a three-way reciprocal approach involving person, environment and behavior (expected outcome). Bandura argued that human behavior is caused by personal, behavioral and environmental influence. Thus the influence of these factors continually interacts in a reciprocal process which implies that one factor affects the other, the person can shape the environment and the environment can as well shape the person or his behavior. Human functioning according this theory is rooted in a social system. This theoretical perspective serves as the integrative principle in human self-development, adaptations and change as well as competences. The theory was found relevant to the study as it showed how teachers professional competences can be improved in a social setting through exploring all the prospects available for teachers professional development for academic activities in educational institutions.

Vol. 4 No. 2 February 2016 ISSN 2347-8225 6 8. CRITICAL REVIEW OF RELEVANT LITERATURE 8.1 ANALYSIS OF THE PROSPECTS AVAILABLE FOR TEACHERS PROFESSIONAL DEVELOPMENT FOR ACADEMIC ACTIVITIES IN EDUCATIONAL INSTITUTIONS IN NIGERIA Teachers professionalism implies the acquisition of professional knowledge, skills, values, attitudes and conduct, and membership which is basically dependent on the exploration of available prospects by the teachers (Ukpong, 2015). There are so many prospects available for teachers professional development for academic activities in educational institutions in Nigeria. These prospects as identified include opportunities for study leave with pay, research grants, and loan facilities, learning facilities for in-house seminars/workshops, ICT facilities, education technology to perform tasks, instructional/ learning resources and reward for high performance. There is need for the teachers to explore prospects available to enable them update their knowledge and skills in curriculum implementation. Ugwoke, Okolo, Enefu and Abutu (2015) revealed that the graduate teachers in Kogi State University, to a great extent have study leave with pay, research grants, loan facilities for in-house seminar and workshops. Mbagwu and Ochai (2011) maintained that the availability of facilities would enhance teachers academic activities and also continually support their professional development on the job. In addition, Ali (2004) stressed that the availability of ICT and other modern technology involves the use of scientific things for developing, documenting and communicating information when needed; especially as they concern problem solving or providing needed services in the area of educational standard performance. Similarly, Onwuka and Ekwekwuo (2015) in accordance with Ali, highlighted other prospects which they refer to as notable strategies, to include attending ICT-based in-service training programmes regularly, attending workshops and seminars, adequate provision of ICT facilities and training of teachers. In emphasizing the need for ICT in teachers professional development, UNESCO (2004) emphasized that every teacher must have an extensive knowledge of information and communication technology to be able to fit its use either into their existing pedagogy or to extend their pedagogical knowledge so that they can accommodate ICT effectively in their teaching. 8.2 ANALYSIS OF THE TEACHERS PROFESSIONAL COMPETENCES NEEDED FOR ACADEMIC ACTIVITIES IN EDUCATIONAL INSTITUTIONS IN NIGERIA Professional competence is the development of knowledge, skills and attitude of a person, which generates reputation for the system. The teachers professional competences needed for academic activities in educational institutions in Nigeria as identified include competence in planning for class work, knowledge of the area of discipline, effective use of instructional resources, monitoring learner s achievement in test/examination, motivation of learners, the use of computer to store and retrieve information, using spread sheet to accomplish tasks and performing operations using Microsoft. It is recommended that routing training should be planned and programmed for teachers to improve their professional competences needed for

Vol. 4 No. 2 February 2016 ISSN 2347-8225 7 academic activities. Training is very important for equipping teachers with the capacity to organize, plan or set goals and execute the necessary academic activities in the educational institutions and to achieve the desired result. Ochai, Osuji and Adikwu (2011) submitted that training is concerned with providing knowledge and skills, which bring about desired improvements and enhance the competences on the job of employee for whom it has been provided. However, training teachers in ICT and other software can be very useful for the development of skill and upgrading of knowledge as it provides effective method which can be used for model-building, stimulation and interactive adoption. Ochai, et al further noted that training could assist teachers in the development of teaching and management skills relating to students and pedagogy skills in education. In the view of Olaitan, Asogwa and Eze (2011), the essence of professional development does not imply that graduates while in the first training were not well equipped by their instructors, but it is for the sake of competences. 9. CONCLUSION The study concludes that currently, most teachers have limited access to the prospects available for teachers professional development. Cases of prevailing unwholesome practices by teachers cast doubts on the effectiveness of teachers professional competencies in discharging academic duties in educational institution in Nigeria. This therefore calls for a comprehensive review of the teachers curriculum by National University Commission (NUC) and National Commission for Collages of Education (NCCE) in Nigeria which will be instrumental in enhancing teachers competencies and improving academic performances of the students. 10. RECOMMENDATION The study made the following recommendations: Teachers Registration Council of Nigeria should review the professional standards for teachers professional development to meet the expectations of 21 st century and beyond in accomplishing academic goals. The Nigerian government in collaboration with Ministries of Education should provide more prospects for teachers motivations and improvement in teaching professions. The Federal Ministry of Education should identify work skills modules and their corresponding competency skills been packaged into re-training programme. The National University Commission (NUC) and National Commission for Collages of Education (NCCE) should continuously review their curriculum and ensure adequate representation of the key contents for teachers professional development. The Ministries of Education should embark on routine visits to schools to supervise and check the effectiveness and adequacy of academic activities in all the schools in Nigeria.

Vol. 4 No. 2 February 2016 ISSN 2347-8225 8 11. REFERENCES Abbas, Z.S. (2006). Effects of examination malpractices in Nigerian educational institution: Which way forward. Nigerian Journal of Professional Teachers, 1(3),1 Ajoku, L.I. (2013). Professional development of teachers, action planning and utilizing 21 st century skills in Nigerian schools. In Decker, A. (ed.) International Institute for Science, Technology and Education. Journal of Education and Practice, 4(15), 15-22 Ali, A. (2004). Information and communication technology and enhancement of education in the 21 st century. In V.N. Chibuyogwu & A.O. Adolphus. Umunze: Reseach conference unit, FCT Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman Publishers CFNC. (2014). Teaching profession. College Foundation of North Carolina. Ely, D.P. (1989). Training. In M. Eraut (Ed.), The international encyclopedia of education technology. Oxford: Pergamon Press Federal Republic of Nigeria, (2004). National policy on education. Lagos, NERDC Ige, A.M. (2012). Provision of secondary education in Nigeria: Challenges and way forward. Journal of African Studies and Development, 5(1), 1-9 Mbagwu, F. & Ochai, G. (2011). Professional development in a technology-driven era: Challenges and prospects. Journal of Educational Research Association, 16(1), 74-85 Ochai, G.O., Osuji, C.N. & Adikwu, V.O. (2011). Enhancing quality education in secondary schools through teacher development in the use of ICT in Nigeria. Journal of Educational Reseach Association, 16(1), 95-100 Olaitan, Asogwa & Eze (2011). Entrepreneurial skills capacity building needs of instructors in range and pasture management for effective teaching of students of animal production in schools of Agriculture in South-east Nigeria. Journal of Educational Research Association, 16(1), 105-114 Olaitan, S.O. (2003). Understanding curriculum. Nsukka: Odim Printing and Publishing Company. Onwuka, G.T. & Ekwekwuo, L.E. (2015). Improving Igbo language secondary school teachers professional development in Igbo language instruction using information and communication technology tools. Institute of Education Journal, 26(1), 114-126 Teachers Registration Council of Nigeria, (2010). Professional standards for teachers and trainers in Education and training. Teachers Registration Council of Nigeria. Ugwoke, S.C., Okolo, J.A., Enefu, S.M. & Abutu, L.O. (2015). Professional competences required by teachers for competitive academic activities in tertiary institutions in a technological era. Institute of Education Journal, 26(1), 127-138 Ukpong, E.M. (2015). Teacher professional development in a technological age: Prospects and challenges. Institute of Education Journal, 26(1), 1-11 United Nations Educational, Scientific and Cultural Organization (2004). Information and communication technology pedagogy. UNESCO office