Implementation of TDP Acquired Training for Improving the Quality of Education for All

Abstract

Abstract-In a bid to achieve education for all the Nigerian government has embraced various initiatives that include Teacher Development Program (TDP) which tries to address weak teacher subject knowledge/ instructional practices for uplifting the current low pupil learning levels. However, it has been observed that the expansion of educational opportunities and overcrowded classes are hindering implementation of acquired intervention skills. So, this study used a descriptive survey design in a quantitative method, employing Linkert scale questionnaire items, to investigate evidence of teachers' use of acquired skills from the TDP training in their classroom instructions in Hadejia town of Jigawa state, Nigeria. Responses were interpreted using mean and SD to determine extent of implementing components of the three constructs under study, and a p value to correlate the responses of the 15 administrators and that of the 81 teachers, who are the sample of the study, to find out if any significant differences existed between their views. Findings indicate that there are no significant differences between administrators' and teachers' responses on the implementation of the three constructs, but there exit some discrepancies about some variables under each construct. This finding can aid in-service teacher training decision making and modifications to ensure full implementation of acquired skills by TDP trained teachers.