An assessment of teachers’ competency in delivering moral education in primary schools in Jos North LGA, Plateau State
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Background of the study
The competency of teachers in delivering moral education is a critical factor in shaping the ethical framework of primary school students. In Jos North LGA, Plateau State, moral education is regarded as an essential component of the overall educational curriculum, aimed at fostering virtues such as integrity, respect, and empathy. The effectiveness of moral education largely depends on the competency of teachers, which encompasses their subject knowledge, pedagogical skills, and ability to connect with students. In an era characterized by rapid social change and diverse challenges, teachers are expected to go beyond conventional instructional methods to address moral dilemmas that students may encounter. Recent studies have highlighted that teachers with higher competency in moral education are more adept at creating an inclusive classroom environment where ethical values are not only taught but also practiced (Okoro, 2023). In Jos North LGA, the emphasis on teacher competency has become more pronounced as stakeholders seek to ensure that moral education contributes meaningfully to the holistic development of children. The educational framework is increasingly incorporating professional development programs that aim to enhance teachers’ skills in delivering moral education. These programs focus on innovative teaching methodologies, effective communication, and the integration of real-life scenarios to make lessons more relatable to students. Furthermore, teacher competency is influenced by factors such as continuous training, administrative support, and community involvement. The study examines how these factors contribute to the overall effectiveness of moral education in primary schools and whether improvements in teacher competency can lead to better student outcomes. It also explores the challenges faced by teachers in developing and maintaining the required competencies. By understanding the interplay between teacher competency and the delivery of moral education, the study aims to provide insights that could inform policy decisions and lead to more effective educational practices in Jos North LGA (Suleiman, 2024). The investigation will consider both qualitative and quantitative data to present a comprehensive analysis of teachers’ competency levels and their impact on the moral development of primary school students.
Statement of the problem
Despite the recognized importance of teacher competency in delivering effective moral education, many primary schools in Jos North LGA face challenges related to inadequate training and resource constraints. Teachers often report feeling ill-prepared to tackle the complexities of moral education, which requires not only theoretical knowledge but also practical pedagogical skills. This inadequacy has resulted in a gap between the intended objectives of moral education and the actual outcomes observed in classrooms. Furthermore, factors such as insufficient professional development opportunities and limited administrative support exacerbate the problem, leaving many teachers struggling to meet the educational needs of their students. The lack of a robust competency framework means that there is significant variation in the quality of moral education delivered across schools. As a result, some students may not receive the necessary guidance to develop strong ethical foundations, which could have long-term implications for their personal and social development (Adeniran, 2023). Additionally, the rapid changes in societal norms and ethical challenges require teachers to continuously update their skills and teaching methods. However, without proper support and training, teachers are often unable to keep pace with these changes, thereby limiting the effectiveness of moral instruction. This study aims to investigate the extent of teachers’ competency in delivering moral education in primary schools in Jos North LGA and to identify the primary factors contributing to competency gaps. Addressing this problem is crucial for ensuring that moral education fulfills its role in nurturing ethically responsible individuals who can contribute positively to society (Chukwu, 2024).
Objectives of the study
• To evaluate the competency of teachers in delivering moral education.
• To identify key factors that influence teacher competency in moral education.
• To propose strategies for enhancing teacher competency through targeted professional development.
Research questions
• What is the current level of competency among teachers delivering moral education?
• What are the major challenges affecting teacher competency in this area?
• How can teacher competency in moral education be improved?
Research Hypotheses
• H₁: Higher teacher competency is associated with more effective moral education outcomes.
• H₂: Adequate professional development significantly improves teachers’ competency in moral education.
• H₃: Lack of resources negatively affects teacher competency in delivering moral education.
Significance of the study
This study is significant as it addresses the crucial role of teacher competency in delivering effective moral education. The findings will provide evidence-based recommendations for professional development programs and resource allocation, ultimately enhancing the quality of moral instruction in primary schools. Improved teacher competency will contribute to better ethical development among students, positively impacting the broader community in Jos North LGA (Ibrahim, 2023).
Scope and limitations of the study
The study is limited to primary schools in Jos North LGA, Plateau State, and focuses solely on teachers’ competency in delivering moral education. It does not extend to other subjects or educational levels.
Definitions of terms
• Teacher Competency: The combination of knowledge, skills, and attitudes that enable teachers to deliver effective instruction.
• Moral Education: The process of teaching ethical values and guiding behavior in an educational setting.
• Professional Development: Ongoing training and education provided to teachers to enhance their teaching abilities.
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