Review of primary school mathematics teachers’ qualifications and experiences for achievement of national development goals in rivers state
Amadi JC, Arokoyu AA
This study carried out a review of qualifications and experiences of primary school Mathematics teachers in Rivers state for the achievement of national development goals. A descriptive survey design was adopted for the study. A total of 399 primary school teachers consisting of 168 males and 231 females were drawn from the target population of 8,560. Three research questions were formulated to guide the study. Research questions were answered using percentages, mean and standard deviation. A researcher-made questionnaire tagged: Primary school head teachers and classroom teachers questionnaire (PSHCTQ) was used for data collection. The instrument was face and content validated by three experts from Curriculum studies and educational technology department, University of Port Harcourt. Pearson product moment was used to determine the reliability of the instrument. The reliability coefficient index of the instrument was 0.72. The findings among others revealed that: 91.98% of Mathematics teachers in rivers state are non-specialist. Based on the findings, it was recommended among others that the government should employ more specialist mathematics teachers in the primary schools. It was also recommended that the current policy of every teacher in the primary school must teach all the subjects including Mathematics should be abolished.