TEACHERS' TRAINING PROGRAMMES RE-ENGINEERING FOR ETHICAL AND VALUE-CENTERED EDUCATION IN TARABA STATE, COLLEGE OF EDUCATION, ZING

Abstract

This study critically investigated the re-engineering of teachers’ training programmes for ethical and value-centered education at Taraba State College of Education, Zing. Three research objectives guided the study. A descriptive survey design was adopted, and the research was conducted at Taraba State College of Education, Zing. The population comprised the college’s teaching staff, from which a sample of 250 respondents was selected. A 20-item structured questionnaire titled Teachers’ Training Programmes Re-engineering for Ethical and Value-Centered Education Questionnaire (TTPREVCEQ) was used to collect data. Descriptive statistics such as frequency and percentages were used to describe demographic data, while mean scores and standard deviations were employed to answer the research questions. A benchmark mean score of 2.50 and above was used as the acceptance criterion. The findings revealed that curriculum redesign positively influenced the effectiveness of teacher training programmes; the quality of training delivery significantly enhanced teachers’ ability to implement ethics and values in their teaching; and institutional support played a crucial role in improving the re-engineering of teacher training programmes. Based on these findings, it was recommended that educational policymakers and administrators prioritize curriculum reforms, improve training quality, and strengthen institutional support to promote ethical and value-centered education in teacher training programmes