Title: Retooling Teachers' For Improved Students' Academic Achievements In Public Senior Secondary Schools In Port Harcourt City Local Government Area Of Rivers State, Nigeria
Authors: Dr. Chijioke Clancy Amadi and Dr. Bema Barida Nubari
Volume: 9
Issue: 8
Pages: 228-239
Publication Date: 2025/08/28
Abstract:
The study investigated retooling teachers' for improved students' academic achievements in public senior secondary schools in Port Harcourt City Local Government Area of Rivers State. The purpose of the study was to examine the ways retooling teachers' can improve student academic achievements for enhanced school management service delivery Four research questions and four hypotheses guided the study. The study adopted a descriptive survey design. The population comprised 700 teachers in 16 public senior secondary schools in Port Harcourt City Local Government Area of Rivers State. The sample size was 350 teachers using the simple random sampling technique which represented 50% of the population. A validated instrument title "retooling teachers' for improved students' academic achievement in public senior secondary schools questionnaire (RTISAAPSSSQ) was used for data collection. The reliability y coefficient gave 0.88 for the study, and a modified Likert's four point scale was used. Mean, SD and rank order statistics were used to answer research questions while t-test was used to test the hypotheses at 0.05 level of significance. The criterion mean of 2.50 was accepted and below 2.50 was rejected. The result revealed that teachers' agreed that in service training, collaborative technology amongst others facilitates timeless creativity with the fast-paced nature of education and net generation of learners. It was concluded that qualitative academic delivery rests upon the teacher embracing 21stcentury academic skills. It was recommended that teachers should be given their appraisal score sheets carried out by the principals and the Ministry of Education in order to enhance their mastery and experience in teaching profession, teachers should not be stereotyped to one professional development programme but should be allowed to frequently participate in all-round development.