Influence of collaborative teaching on teachers’ job proficiency in public secondary schools in Ohaji, Imo state, Nigeria

Abstract

In this study, the researcher investigated the influence of collaborative teaching on teachers’ job proficiency. The descriptive survey research design was adopted for the study. Two research questions and two hypotheses guided the study. The population of the study consisted of 368 teachers and the entire population was used as the sample since series it is a manageable size. The instrument for data collection was a 15-item questionnaire that consisted of two clusters. Cluster A dealt with collaborative teaching and teachers’ lesson plan while cluster B was concerned with collaborative teaching and teachers’ teaching with proficiency. The instrument was validated by three experts, two from the Department of Educational Management and Policy and one from the Department of Educational Foundation, all in the Faculty of Education, Nnamdi Azikiwe University, Awka. The reliability of the instrument was obtained through Cronbach Alpha while mean and standard deviation were used to answer the research questions and test the hypotheses at 0.05 level of significance. The finding of the study among others is that reform initiatives in the study area have not accommodated the concept of collaborative teaching. It was therefore recommended that the Ministry of Education in the state through the Post-Primary School Commission should introduce collaborative teaching to secondary schools in Imo State, especially in the study area.