1.0 Introduction
1.1 Background of Study
The rapid advancement of technology and its integration into all aspects of life has significantly impacted the educational landscape worldwide. In Nigeria, the need for a workforce equipped with technical skills is more critical than ever, especially in the context of teaching Basic Technology in secondary schools. Basic Technology, a key subject in the Nigerian secondary school curriculum, is aimed at fostering practical skills in areas such as woodwork, metalwork, electronics, and other technical disciplines. This subject is intended to provide students with the foundational knowledge required to excel in the ever-evolving technological world and to contribute meaningfully to national development (Ajayi, 2015). Teaching of Basic Technology in public secondary schools, particularly in the South-South region of Nigeria, faces several challenges. One of the most significant challenges is the lack of adequately trained technical teachers. The delivery of an effective and engaging Basic Technology curriculum demands that teachers possess both subject-specific expertise and pedagogical skills. Unfortunately, many technical teachers in Nigeria have not received adequate professional development to meet the growing demands of the curriculum and the technological advancements that are constantly reshaping the educational environment.
The need for professional development (PD) among technical teachers cannot be overstated. PD is a systematic process of improving teachers' instructional capabilities and is crucial for adapting to new teaching methods, content, and technology. It ensures that teachers remain informed about current trends in pedagogy and content, enabling them to provide quality education to students (Ololube, 2014). However, in South-South Nigeria, there is a lack of structured and continuous PD programs for technical teachers, which has resulted in a skills gap that impedes the effectiveness of teaching and student learning outcomes in Basic Technology.
Professional development (PD) defined by Darling-Hammond et al. (2017), refers to the continuous process of improving the skills, knowledge, and competencies of individuals in their professional roles. It is a crucial aspect of the educational system as it enhances teachers' ability to deliver high-quality instruction and meet the changing demands of the curriculum and students' needs (Darling-Hammond et al., 2017). In the context of teaching Basic Technology in public secondary schools, PD is necessary for equipping teachers with the relevant skills and knowledge to effectively teach a subject that integrates technical, scientific, and practical knowledge.
Ololube (2014) stated that, technical teachers are expected to possess both subject-specific knowledge and teaching skills to foster an environment conducive to learning. Professional development helps to address the gaps between current teacher competencies and the demands of the modern educational landscape (Ololube, 2014). It is essential for improving instructional techniques, integrating new technologies into the classroom, and enhancing teacher motivation and confidence. The need for professional development among technical teachers in the South-South region of Nigeria has become even more urgent as the technological needs of society continue to evolve rapidly. Therefore, this study aims to assess the professional development needs of technical teachers for teaching Basic Technology in public secondary schools in the South-South region of Nigeria.
1.2 Statement of Problems
Investigation revealed that the successful implementation of Basic Technology in public secondary schools heavily relies on the competence and preparedness of technical teachers. However, in South–South Nigeria, there is growing concern that many technical teachers are not adequately equipped with the necessary professional skills to meet the dynamic demands of the subject.
Additionally, there is a visible lack of alignment between teacher training programs and the actual demands of the Basic Technology curriculum. Many teachers report that their initial training did not adequately prepare them for the challenges of teaching the subject in a real classroom setting, especially where modern tools, machines, or digital technologies are required (Eze, 2014).
Furthermore, professional development is essential in helping teachers stay current with technological trends, teaching methods, and industry practices. Unfortunately, many technical teachers in this region receive little or no in-service training, and where available, such programs are irregular, poorly coordinated, or lack relevance to their specific classroom needs (Okoro, 2013). Therefore, the problem is not merely the absence of professional development programs but the lack of a structured, needs-based approach to supporting the continuous growth of technical teachers.
1.3 Aim and Objectives of Study
The aim of this study is to determine the professional development needs of technical teachers for teaching Basic Technology in public secondary schools in South–South Nigeria.
The specific objectives of the study are to:
- Identify the current level of professional qualifications and training of technical teachers teaching Basic Technology in public secondary schools.
- Examine the specific areas of professional development that technical teachers need to effectively teach Basic Technology.
- Assess the availability and accessibility of professional development programs for technical teachers in the region.
- Investigate the challenges that hinder technical teachers from participating in or benefiting from professional development programs.
- Recommend strategies for designing and implementing effective, needs-based professional development programs for technical teachers in South–South Nigeria.
1.4 Research Questions
Based on the stated objectives, the following research questions will guide the study:
- What is the current level of professional qualifications and training possessed by technical teachers teaching Basic Technology in public secondary schools in South–South Nigeria?
- What are the specific areas of professional development that technical teachers require to effectively teach Basic Technology?
- To what extent are professional development programs available and accessible to technical teachers in the South–South region?
- What challenges do technical teachers face in participating in or benefiting from professional development programs?
- What strategies can be recommended for the design and implementation of effective, needs-based professional development programs for technical teachers in South–South Nigeria?
1.5 Research Hypothesis
Based on the objectives of this research study, the following hypotheses are proposed:
- H0: There is no significant relationship between technical teachers' level of professional development and their effectiveness in teaching Basic Technology in public secondary schools in South–South Nigeria.
- H1: There is a significant relationship between technical teachers' level of professional development and their effectiveness in teaching Basic Technology in public secondary schools in South–South Nigeria.
1.6 Significance of Study
The outcome of this research study will inform policymakers and educational authorities on the gaps in current teacher training efforts and will support the creation of policies that promote continuous, needs-based professional development. Also, teacher training institutions and curriculum developers will benefit from the study as it will guide them in revising pre-service and in-service training modules to align with current educational demands and technological advancements.
Furthermore, the study will serve as a valuable reference for researchers, educational planners, and donor agencies seeking to invest in teacher capacity development in technical education. It will also empower technical teachers by giving voice to their professional challenges and by advocating for targeted support systems that will improve their teaching effectiveness.
Lastly, the study will be useful to researchers and development partners by serving as a reliable reference for future studies and interventions targeted at strengthening the technical education system through teacher capacity development.
1.7 Scope of Study
This study focuses on the determination of technical teachers' professional development needs for teaching Basic Technology in public secondary schools within Delta State, one of the states in the South–South geopolitical zone of Nigeria. The choice of Delta State is based on its diverse educational landscape and the presence of numerous public secondary schools that offer Basic Technology as part of the curriculum.
The study will cover selected public secondary schools under the supervision of the Delta State Ministry of Basic and Secondary Education, which is responsible for overseeing teacher recruitment, training, and professional development in the state.
1.8 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted.
1.9 Definition of Terms
Technical Teachers: These are professionally trained educators who specialize in teaching practical and vocational subjects such as Basic Technology. They often possess technical skills and knowledge in areas like woodwork, metalwork, electronics, and mechanical systems. Their role goes beyond theoretical teaching to include hands-on instruction, skill demonstration, and the use of tools and equipment (Ogbuanya & Owolabi, 2013).
Professional Development: This refers to the continuous process of improving and updating teachers' skills, knowledge, and teaching practices through workshops, seminars, refresher courses, training programs, or further academic study. It is essential for equipping teachers with the tools they need to meet modern educational demands and technological changes (Desimone, 2009).
Professional Development Needs: These are the specific areas or aspects of training and capacity-building that teachers require to enhance their effectiveness. In this study, it refers to gaps in skills, knowledge, or competencies that hinder technical teachers from effectively teaching Basic Technology and which require targeted interventions (Guskey, 2002).
Basic Technology: This is a foundational subject taught in junior secondary schools in Nigeria, focusing on practical and theoretical knowledge in areas such as basic mechanics, electrical principles, materials, and drawing. It aims to prepare students for further technical education and equip them with problem-solving and vocational skills (NERDC, 2007).
Public Secondary Schools: These are government-owned educational institutions that offer secondary-level education, funded and managed by state or federal authorities. In the context of this study, the focus is on public secondary schools in the South–South geopolitical zone of Nigeria (FRN, 2013).
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