Assessment of Teaching Skills of In-Service Science Teachers and their Teaching Performance in Secondary Schools in Uyo Senatorial District, Akwa Ibom State, Nigeria

Abstract

This study assessed teaching skills of in-service science teachers (basic science and technology, biology, physics and chemistry teachers) and their teaching performance in secondary schools in Uyo Senatorial District, Akwa Ibom State. The population of the study comprised all science teachers in secondary schools from 13 Local Education Committees, Uyo Senatorial District, Akwa Ibom State. Stratified sampling technique was used. The research adopted a survey research design. The sample size was 104 science teachers drawn from secondary schools in 9 out of 13 Local Education Committees in Uyo Senatorial District, Akwa Ibom State. Four research questions guided the study. Two instruments used were In-Service Science Teachers’ Teaching Skills Questionnaire (ISTTSQ) (r=0.70) and in-service science teachers’ Performance Assessment Scale (ISTPAS) (r=0.83). The result showed that in-service science teachers’ level of teaching skills was high ( =3.09). In-service science teachers’ extent of teaching performance was high ( =3.76), in-service science teachers’ teaching skills influenced their teaching performance (t=9.457) and there was positive relationship between in-service science teachers’ teaching skills and their teaching performance (r=.324).  It was recommended that workshops and seminars should be conducted for science teachers in order to update their teaching skills. The study concluded that high teaching skills would enhance teaching performance.

Keywords: Basic Science and Technology, Teaching skills, teaching performance, science teachers