TEACHERS QUALITY AS PREDICTORS OF PUBLIC PRE-PRIMARY SCHOOL EFFECTIVENESS IN OGUN STATE

This study examined teachers’ quality as predictors of public pre-primary school effectiveness in Ogun State. Descriptive survey research design was adopted. A total of one hundred and twenty (120) public pre-primary school teachers were randomly chosen using stratified random sampling technique as sample size. Researcher developed questionnaire; tagged: ‘Teacher Quality Questionnaire (TEQQ)’ was used for data collection. The instrument was validated by experts from the field of Early Childhood Education and Educational Management. Cronbach Alpha was used to determine the reliability coefficient at .05 significance level and the reliability coefficient for the instrument (TEQQ) yielded 0.86. Regression analysis was used for testing hypotheses. The findings indicated that there was a significant composite and relative contribution of teacher qualification, experience and mastery of the content on public pre-primary school effectiveness in Ogun State and that about 49% of the variance in pre-primary school effectiveness was accounted for by the linear combination of the independent variables (teacher qualification, experience and mastery of the content). Based on the findings of the study, it was recommended that teachers without teaching qualification and experience should be encouraged to go for courses in education in order to acquire adequate method of passing instruction to children/pupils.