Impact of Teacher’s Qualifications on Instructional Delivery in Fabrication and Assembly Operations in Technical Colleges in Rivers State

Abstract

The study examines the impact of teachers’ qualifications on instructional delivery in fabrication and assembly operations in Technical Colleges in Rivers State. A descriptive research design was used for the study. Four research questions guided the study. The population for the study comprised 187 respondents, made up of 14 teachers who teach fabrication and assembly operations and 173 students offering fabrication and assembly operations in all four government-owned Technical Colleges in Rivers State. Due to the small population size, census sampling was used to draw the entire population. Data were collected using a structured questionnaire design on a 4-point rating scale: Strongly Agree (4), Agree (3), Disagree (2) and Strongly Disagree (1). The instrument was subjected to face and content validity by two experts from Rivers State University, Port Harcourt. Cronbach's alpha was used to determine the reliability of the instrument and a reliability coefficient of 0.81 was established. The instrument was administered and retrieved on the spot after completion with the help of Research Assistants. Data collected were analyzed using mean statistics and standard deviation. The study found that teachers’ qualifications have a positive impact on lesson delivery in welding, riveting, bolting, and cutting operations in Technical Colleges in Rivers State. Based on the findings, it was recommended, among others, that the Rivers State government should prioritize the recruitment of teachers with relevant academic qualifications and that teachers’ development should be enhanced.