Assessment of teachers level of resourcefulness in Federal unity schools in the North West, Nigeria

Abstract

Teachers are said to be resourceful if they are able to apply all the requisite skills, competences and abilities to maximize learning outcomes and achievements, such that the results are observable in practical terms through the behaviour and performance of the learner. This study examines the level of teachers’ resourcefulness in Federal unity schools in North West Zone. Three objectives and three research questions were raised to guide the study. The research adopted the descriptive survey research design. The population of the study comprised of all the teachers in Federal unity schools in North West, Nigeria. A sample size of 291 teachers was drawn from the population of 760. The Teacher Resourcefulness Rating Scale (TRRS) was used for data collection. The instrument was validated by experts from the Department of Educational Foundations and Faculty of Education and Extension Services, Usmanu Danfodiyo University, Sokoto. The reliability of the instruments was determined using test-retest method within an interval of three weeks. A reliability index of 0.74 was obtained. The findings among others revealed a very high level of teacher resourcefulness and teachers’ mastery of their subject matter in Federal Unity Schools in Northwest, Nigeria. Based on these findings, the study among others recommended that Federal unity school teachers should sustain the high intellectual creativity, so as to aid the teaching and learning process. Teachers should uphold their obligations in a responsible and viable way.