Teacher educators’ perception of the effectiveness of competency-based curriculum in teacher education and its impact on teacher quality
Eke, Eke Ogbu1, Ubochi, Ijeoma2 and Sangoleye, Solomon A.3
1,2&3Dept. of Curriculum & Educational Technology, Alvan Ikoku University of Education, Owerri, Imo State, Nigeria
Abstract
This study Teacher Educators’ Perception of the Effectiveness of Competency-Based Curriculum in Teacher Education and Its Impact on Teacher Quality, explored the perceptions of 327 lecturer respondents from Michael Okpara University of Agriculture (MOUAU) and Alvan Ikoku Federal University of Education (ALVAN) regarding the effectiveness of competency-based curricula (CBC) in enhancing teacher quality. Guided by three research questions and a null hypothesis (H1), the study utilized the “Teacher-Educators Questionnaire on Effectiveness of Competency-Based Curriculum in Teacher Education and Its Impact on Teacher Quality” (TQECCTI) for data collection. Reliability was established with a Cronbach’s alpha coefficient of 0.85. The findings indicated a general agreement on the effectiveness of CBC, with no significant difference in perceptions between the two institutions. A major recommendation from the study is to enhance professional development opportunities for educators to better implement competency-based curricula effectively.
Keywords: Teacher educators, perception, effectiveness, competency-based curriculum, impact, teacher quality
Impact Statement
The research work explores the perceptions of teacher educators regarding the effectiveness of competency-based curricula (CBC) in enhancing teacher quality, focusing on lecturers from Michael Okpara University of Agriculture (MOUAU) and Alvan Ikoku Federal University of Education (ALVAN). The study reveals a strong consensus among respondents that CBC positively impacts teacher preparation and student learning outcomes. Lecturers from both institutions agree that CBC effectively equips teacher candidates with practical skills aligned with current teaching standards, preparing them for real-world classroom scenarios. Personal and institutional factors, such as teaching experience, philosophy, and resource availability, significantly influence perceptions of CBC’s effectiveness. Furthermore, the implementation of CBC is perceived to encourage innovative teaching strategies, improve student engagement, and enhance overall teaching practices. Notably, there is no significant difference in perceptions between MOUAU and ALVAN lecturers, indicating a unified view on the benefits of CBC. This aligns with global trends emphasizing competency-based education as a means to bridge the gap between theoretical knowledge and practical application. The findings underscore the importance of continuous professional development, hands-on teaching experiences, and robust feedback mechanisms in ensuring successful CBC implementation. By fostering alignment with national standards and promoting personalized learning paths, CBC contributes to improved teacher quality and student achievement. Thus, the study advocates for increased institutional support, resource allocation, and regular workshops to sustain and enhance the effectiveness of competency-based approaches in teacher education. Overall, this research highlights the potential of CBC to transform teacher education and meet the demands of modern, diverse classrooms.
About Authors
Dr. Ogbu Eke is a seasoned education professional with over 15 years of experience in curriculum development, instructional design, and teacher training. He is a senior lecturer in the Department of Curriculum Studies and Educational Technology, Alvan Ikoku Federal University of Education, Owerri, Imo State Nigeria. He holds a Ph.D. in Curriculum Studies and Instruction and has made significant contributions to the field through his extensive research and publications.
As an active member of prestigious academic organizations such as the Curriculum Organization of Nigeria (CON), World Council for Curriculum and Instruction (WCCI), and the Teacher Registration Council of Nigeria, Dr. Eke is deeply engaged in shaping educational policies and practices. His areas of expertise include integrating technology in language instruction, addressing climate change and sustainable development in the curriculum, and promoting learner autonomy and collaborative learning strategies.
With a strong focus on practical, evidence-based solutions, Dr. Eke has demonstrated his ability to translate research into impactful classroom practices. He is passionate about empowering teachers and developing innovative instructional approaches that foster student success and community engagement. His work has been recognized with several awards, including the Young African Leaders Journal of Development Certificate of Outstanding Contributions in Research and the Students’ Union Government AlvanIkoku Federal College of Education Award of Outstanding Lecturer of the Year.
Dr. Eke’s commitment to educational excellence and his collaborative leadership style make him a valuable asset in any academic or educational institution.
Dr. Chidingozi Eke holds a Ph.D and M.ED in Curriculum and Instruction from the Micheal Okpara University of Agriculture, Umudike Abia State Nigeria. She also holds a B.A. in English and an M.A. in Literature in English from Abia State University Uturu, Abia State Nigeria. She is an ardent scholar and prolific writer with several journals both local and international on her credit. She has contributed to the development of education through research and teaching. She has attended many conferences, seminars, and workshops. She is currently a staff of Abia State Universal Basic Board, Umuahia, Abia State Nigeria
Sangoleye Solomon A. Ph.D. graduated from the University of Ilorin, Kwara State with B. Sc. (Ed) Economics Education ( Second Class Upper Division) in 2003. He holds M.Ed and Ph.D in Curriculum and Instruction from the University of Ibadan in 2008 and 2018 respectively. He is a registered teacher with Teachers Registration Council of Nigeria, an active member of Curriculum Organisation of Nigeria and World Council of Curriculum and Instruction, Nigeria chapter , Federal Road Safety Corps ( Special Marshals) among others. His research interest includes Curriculum Evaluation, Economics Methodology, the areas he has authored my articles and book chapters. He joined the service of defunct Alvan Ikoku Federal College of Education now Alvan Ikoku Federal University of Education in 2010 and has risen to the position of senior lecturer.
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