ABSTRACT
This study examined the influence of some school input variables and the production of qualitative
technical teachers in some selected institutions in south west, Nigeria. Seven research questions were
raised and five research hypotheses were postulated and tested. Hypotheses one tested three research
questions while hypothesis two to four tested the remaining four research questions.
The study took its framework from the Hezel Crag‟s Model of an effective school system with
emphasis on supporting input provision. The model was further strengthened with Charles Posser‟s
General Theories of Vocational education (GTVE).
Three hundred and forty-four college of education year three students and ninety-nine lecturers were
used for the study analysis of data was conducted using mean, standard deviation, Pearson product
moment correlation (PPMC) one way analysis of variance (ANOVA) was used to indicate the level
of variation in each of the following: curriculum, academic staff TVE perception, work morale,
administrative managerial skills, learning time and availability of instructional materials and
equipment and production of quality technical teachers. The study further ascertained explicit
gender-based nature of enrolment into the TVET programme in line with the millennium
Development Goal three (MDG3) recommendation. ANOVA, more than other statistical tool
enables the researcher performs the interaction influence among the independent variable.
The study concluded that all the school input variables studied had a weak relationship with
qualitative technical teacher production. The study found that institutional location affect production
of technical teachers College of Education in South West, Nigeria. Therefore, it can be inferred that
improved lecturers‟ perception and moral, administrative skills, parents‟ perception and moral,
availability of modern machine and infrastructural facilities will enhance qualitative technical
teacher‟s production in Colleges of Education in South West, Nigeria.
The study systematically generated and used base-line data to develop a unique model for
entrenching a more sophisticated TVET programme in south west Nigeria in particular; and which
could be generalized for Nigerians a nation in development. In essence, the study pursued some
challenging ideology which basically used human needs satisfaction to add essential values to
knowledge, development, transformative procedure as well as system balancing.
OLUBOYEJO, O (2021). School Inputs And Production Of Quality Technical Teachers In Selected Institutions In South West, Nigeria.. Afribary. Retrieved from https://tracking.afribary.com/works/school-inputs-and-production-of-quality-technical-teachers-in-selected-institutions-in-south-west-nigeria
OLUBOYEJO, OLUSANYA "School Inputs And Production Of Quality Technical Teachers In Selected Institutions In South West, Nigeria." Afribary. Afribary, 02 May. 2021, https://tracking.afribary.com/works/school-inputs-and-production-of-quality-technical-teachers-in-selected-institutions-in-south-west-nigeria. Accessed 09 Nov. 2024.
OLUBOYEJO, OLUSANYA . "School Inputs And Production Of Quality Technical Teachers In Selected Institutions In South West, Nigeria.". Afribary, Afribary, 02 May. 2021. Web. 09 Nov. 2024. < https://tracking.afribary.com/works/school-inputs-and-production-of-quality-technical-teachers-in-selected-institutions-in-south-west-nigeria >.
OLUBOYEJO, OLUSANYA . "School Inputs And Production Of Quality Technical Teachers In Selected Institutions In South West, Nigeria." Afribary (2021). Accessed November 09, 2024. https://tracking.afribary.com/works/school-inputs-and-production-of-quality-technical-teachers-in-selected-institutions-in-south-west-nigeria