ABSTRACT

This proposed study focused on the capacity building needs of teachers for effective delivery of instruction in Umuahia Education Zone in Abia State. Four objectives with corresponding research questions and hypotheses guided the study. The proposed study adopted descriptive survey research design. The population for the proposed study was 728 persons made up of 241 male and 487 female teachers in senior secondary schools in Umuahia Education Zone of Abia State. Simple random sampling technique without-replacement will be used due to large population. The instrument used for data collection was titled: Teachers’ Capacity Building Needs Questionnaire (TCBQ). The instrument was validated by 3 experts, 1 from the department of Psychology, 1 from the department of Educational Management and 1 from the department of Agricultural and Home Science Education.  A trial testing was carried out with 20 secondary school teachers in Oru-East LGA in Imo State and a reliability co-efficient of .84 was obtained using Cronbach Alpha Coefficient method. Data collected was analyzed using weighted mean and improvement need index to answer research questions and standard deviation to determine degree of responses of respondents. Hypotheses were tested at .05-level of significance using t-test. Results revealed that there is a great need for capacity building for teachers to determine concepts to be covered in a year by looking over standard texts and materials, arranging instruction in a way that is suitable to a particular instructional content, applying teaching method suitable to discipline and their different sub-methods and avoiding generic questions that leads to non-response of learners. It was recommended that Educational Institutes, Ministry of Education and Curriculum planners should provide proper supervision of teaching practices, micro teaching, seminars and conferences, organize sufficient in-service training for teachers on the various levels of instructional delivery and should develop a comprehensive guide for teachers in line with the curriculum on instructional delivery of lessons respectively.