TEACHERS TRAINING PROGRAMMES RE-ENGINEERING FOR VALUES-CENTERED EDUCATION IN CROSS RIVER STATE, NIGERIA.

Abstract

This study examined teachers' training programmes re-engineering for values-centered Education in Cross River State, Nigeria.  To achieve the aim of this study, two research questions were raised and two hypotheses were formulated to guide the study. A correlational research design was adopted for the study. The study population comprised two thousand and four hundred and thirty-seven (2437) teachers from the Calabar Education zone in Cross River State. A total sample of three hundred (300) teachers was randomly selected for the study.  The selection was done through a simple random sampling technique. The instrument used for the data collection was a questionnaire titled: Teachers Training Programmes Re-engineering for Values Centered Education (TTPRVCEQ), which was developed by the researchers and was validated by experts in administration in higher education, Department of Educational Management, University of Calabar and Measurement and Evaluation in the Department of Educational Foundations in Faculty of Educational foundation studies, University of Calabar, Calabar. Data collected were subjected to statistical analysis using simple linear regression analysis (r) of statistical package for social science (SPSS) version 25. The results revealed that teachers' training programmes re-engineering significantly relate to values-centered Education in Cross River State, Nigeria. It was recommended that teachers' training programmes should be reengineering toward values-centered Education in Cross River State, Nigeria.