Perceived Relevance of Teaching Practice Exercise to the Teaching Profession: The Case of Teachers in Rivers State, Nigeria

Abstract

The need to produce quality professional teachers to drive the educational system of any nation cannot be overemphasized. This study was to assess the perceived relevance of the teaching practice exercise to the teacher training programme. Three research questions and five hypotheses were used to guide the study. The population of the study comprised all the professional teachers in the state, stratified random sampling technique was used to draw a sample of 250 respondents out of which 240 teachers filled the forms correctly. A questionnaire titled "Relevance of Teaching Practice Exercise Scale (TPSS)” was used for data collection and analysis was done using simple percentage, mean score, independent t- test and ANOVA. Results among others showed teachers have high perception of the relevance of teaching practice exercise.  The teachers reported problems like large class size and low interest of students to learn among problem were not obvious during the teaching practice that they are encountering now. The teachers among others suggested that, proper supervision , period of teaching practice being extended and stipends being paid to the student teachers as some of the ways to improve the exercise .No significant difference was found on the perceived relevance of  teaching practice based on gender , age , teaching experience and ownership of school  during teaching practice . However, there was significance difference in the perceived relevance of teaching practice based on programme of study during teaching practicing. Recommendations were made based on the results.