RE-ENGINEERING TEACHER TRAINING PROGRAMS FOR ETHICAL AND VALUES-CENTERED EDUCATION IN PUBLIC SENIOR SECONDARY SCHOOLS PORT HARCOURT LGA (PHALGA) IN RIVERS STATE.

Abstract

The study examinedre-engineering teacher training programs for ethical and values-centered education in public senior secondary schools Port Harcourt LGA (Phalga) in Rivers State. The aspect of  re-engineering teacher training programs covered included the current state of ethical and valuesbased education, re-engineered teachers’ training programs and the ethics training of teachers to enhance students learning needs.The study also investigated the extent re-engineering teacher training programs enhance ethical teaching practices and moral education in public senior secondary schools in Port Harcourt Rivers State, Nigeria. The population of the study comprised all 593 (142 male) and (451 female) teachers of public senior secondary schools in Port Harcourt local government area (Phalga), Rivers State. Census sampling technique was applied considering the population which is small and manageable. Three research questions and three hypotheses guided the study. The descriptive research design was adoptedand the instrument for data collection was a self –designed questionnaire titled ‘Teacher Training Programs Re-engineering for Ethical and Values-Centred Education Questionnaire’ (TTPREVCEQ). The instrument was validated by two experts from educational management departmentA test-retest method was used to establish the reliability index of the instrument at 0.86 using Pearson Product Moment Correlation Coefficient. Data was collected and analysed using mean and standard deviationwhile independent sample t-test analysis was used to test the formulated null hypotheses at 0.05 Alpha level of significance. The findings of the study indicated that to a high extent, male and female teachers agreed that ethical and values-based education in teacher training programs,re-engineered teacher training curricula on ethical teaching practices and ethics training on classroom management. Also, student character development enhancedethical and values-centered education in public senior secondary schools in Port Harcourt (Phalga), Rivers State, Nigeria. The study concluded that in re-engineering teacher training programs, teachers must be equipped with pedagogical skills to model and impart ethical values effectively. Training should include professional ethics and moral leadership, conflict resolution and discipline strategiesas well as real-life case studies on ethical dilemmas. It also highlighted the need for explicit ethics curricula, practical case studies, and mentorship programs to support values-centered education. Finally, the study recommended thatthe government should embed policy implementation, curriculum development, professional development, assessment and evaluation into the nation’s education planning because by embedding ethical consciousness in teachers’ education, Nigeria can foster a generation of educators who instil values that transcend the classroom, ultimately shaping a morally upright society