Title: Faculty Inbreeding in Technology Education Programmes and Skills Training of graduates in Tertiary Institutions in Nigeria
Authors: SLABOH, Philip Perekebi
THOMAS, Chinujinim Godstime PhD
ONYIJE, Frank Ogaranya
Volume: 10
Issue: 8
Pages: 151-157
Publication Date: 2026/08/28
Abstract:
This study examined faculty inbreeding and skills training of graduates in technology education programmes in tertiary institutions in Nigeria. The study adopted a descriptive research design. The population comprised lecturers and administrators from selected tertiary institutions in Nigeria. A sample of 3500 respondents was selected using purposive sampling techniques. Data were collected using a structured questionnaire titled Faculty Inbreeding and Skills Training Questionnaire (FISTQ) was used for data collection. The instrument was validated by experts in technology education and measurement and evaluation. The responses of 30 representatives for the Tertiary institutions not studied were analyzed using Cronbach Alpha to establish the reliability index coefficient of .89, which was considered sufficient for the study. The instrument was structured on a 4-point rating scale of: Strongly Agree (SA) = 4, Agree (A) = 3, Disagree (D) = 2, Strongly Disagree (SD) = 1. Data were analyzed using mean and standard deviation to answer research questions, on a cut-off mean score of 2.50. Findings revealed that excessive faculty inbreeding negatively affects instructional diversity, curriculum innovation, research productivity, industrial collaboration, and practical skills training. However, moderate faculty retention combined with external academic exposure and industrial experience was perceived to strengthen institutional continuity and mentorship. The study further revealed strong positive relationships between faculty diversity, innovation, and effective skills training programmes. The study concluded that reducing excessive faculty inbreeding through transparent recruitment policies, staff exchange programmes, industrial exposure, and academic mobility would significantly improve technology education and production of 21st-century skilled graduates in Nigeria.