WORKPLACE TRAINING SCAFFOLDING AND TEACHERS’ SUPERVISORY SKILL DEVELOPMENT IN PUBLIC SECONDARY SCHOOLS IN CROSS RIVER STATE, NIGERIA

Abstract

The study examined the relationship between workplace training scaffolding and teachers’ supervisory skill development. The study was conducted in public secondary schools in Cross River State. Two research questions and two hypotheses guided the study. The study adopted correlational design while cluster and simple random sampling techniques were used to obtain a sampling size of 493 teachers from a population of 4,929 teachers. Data for the study were obtained with a 4-point Likert scale questionnaire entitled “Workplace Training Scaffolding and Teachers’ Supervisory Skill Development Questionnaire (WTSTSSDQ). The questionnaire was validated via face and content validity. A Cronbach’s Alpha reliability test yielded 0.79 to 0.89 for independent variables and 0.92 for dependent variable. Data obtained were coded and transferred to Statistical Package for Social Science (SPSS) for analysis using simple linear regression. The hypotheses were tested at .05 level of significance while the results of the analysis and findings showed that workplace training scaffolding significantly relates with teachers’ supervisory skill development. It was concluded that workplace training scaffolding predicts teachers’ supervisory skill development. Consequently, it was recommended among others that, teachers should be placed under the tutelage and mentoring of senior colleagues.