IMPACT OF TEACHERS’ PARTICIPATION IN TRAINING SCHEME, TEACHERS’ DISPOSITION AND YEARS OF TEACHING EXPERIENCE ON TEACHERS’ COMPETENCE IN THE TEACHING OF MATHEMATICS IN PUBLIC PRIMARY SCHOOLS IN ODEDA LGA, OGUN STATE

Abstract

This study empirically quantified the impact of teachers’ participation in training programmes, teachers’ disposition and years of teaching experience on teachers’ competence in some public schools in Odeda Local Government Area, Ogun State. Twenty-four teachers in seven public primary schools participated in a 3-day training scheme as experimental group while six teachers of same class group served as control. Teachers competence level was measured using the Teachers’ Observational Rating Scale. Results showed the mean competence score of teachers in the training scheme (47.55) as significantly higher (p ? 0.05) than those in the control group (39.31), implying that the training scheme significantly and positively impacted on the teachers’ competence (F(1, 24) = 10.367, p < 0.05). The teachers’ disposition (F (1, 24) = 0.718, P = 0.405) and the teachers’ years of teaching experience (F(1,,24) = 1.511, P=0.241) had no significant effect on the teachers’ competence. The Partial Eta Square (2 ) of 0.302 implied that 30.2% of the variance experienced in competence in the teaching of mathematics was accounted for by the training scheme. The study identified the training scheme as a major determinant of competence among mathematics teachers in lower primary schools in Odeda Local Government Area.