ABSTRACT

This study sought to identify the in-service training needs of Igbo language teachers for effective instruction in Secondary Schools in Umuahia Education Zone. Four research questions and four null hypotheses guided the study. The study adopted a descriptive survey research design. The sample for the study consisted of 134 respondents drawn through census sampling techniques from a population of 134 respondents made up of 66 principals and 68 Igbo language teachers in Secondary Schools in Umuahia Education Zone. An instrument named "In-service Training Needs of Igbo Language Teachers for Effective Instructional Delivery Questionnaires" (ITNILTEIDQ) was face validated by one expert in the department of Educational Psychology and Counseling from Michael Okpara University, Umudike as well as two experts in the department of Linguistics and Communication StudiesllGBO of Abia State University Uturu were used for the study. The stability of the instrument was determined using test re-test method by analyzing the scores of the first and second administration of the instrument with the Pearson's Product Moment Correlation Coefficient (PPMC) which yielded a reliability coefficient (r) of 0.89. Also the internal consistency of the items was determined using Cronbach's Alpha method after one administration of the instrument, which yielded a reliability estimate of 0.87. Cronbach's Alpha method was used since the items of the instrument were not dichotomously scored. The data collected were analyzed using Mean scores and Standard Deviations in order to provide answers to the five research questions, while the null hypotheses were analyzed using t-test statistics at P <0.05 level of significance which revealed the following findings: There was no significant difference between the mean response of the principals and Igbo language teachers on the in-service training needs of teachers in planning for instruction; Both principals and Igbo Language teachers indicated that Igbo language teachers slightly needed training in organizing materials for instructions; there was no significant difference between the mean response of the principals and Igbo language teachers on the in-service training needs of teachers in implementing instruction as both principals and Igbo Language teachers indicated that Igbo language teachers slightly needed training in implementing instructions; Both principals and Igbo Language teachers indicated that Igbo language teachers slightly needed training in evaluating instructions and there was no significant difference between the mean response of the principals and Igbo language teachers on the in-service training needs of teachers in evaluating instructions. Among the educational implications, is that igbo language teachers could be exposed to in in-service training in areas of organizing materials for instructions, implementing instruction as well as evaluating instructions. It was thus recommended that Igbo language teachers should be exposed to in-service training programmes for effective instructional delivery.