Influence of Team Teaching on Teachers’ Instructional Delivery in Public Senior Secondary Schools in Rivers State

Abstract

The study investigated influence of team teaching on teachers’ instructional delivery in public senior secondary schools in Rivers State. Two research questions and two null hypotheses guided the study. The descriptive survey research design was adopted for the study. The population of the study comprised 6,174 teachers in the 311 public senior secondary schools in Rivers State. A sample size of 376 teachers was used for the study. The multi-stage sampling was used to obtain the sample size. A 17-item instrument titled “Influence of Team Teaching on Teachers’ Instructional Delivery Questionnaire” was used for collecting data.  The questionnaire was structured using the five-point summated rating scale response options of very high extent, high extent, moderate extent, low extent, and very low extent. The face and content validity of the questionnaire were assessed two experts in Measurement and Evaluation. The reliability of the instrument was established through test-retest technique. The Pearson’s Product Moment Correlation analysis was used to arrive at a reliability index of 0.80. Mean and standard deviation were used to answer the research questions, while z-test was used to test the null hypotheses at 0.05 level of significance. The study found among others that shared planning/preparation of lessons and joint management of classrooms influence teachers’ instructional delivery in public senior secondary schools to a high extent.  The study concluded that with the adoption of effective team-based teaching there is bound to be improvement in teaching-learning process and students’ academic achievement. It was recommended that government should ensure that teachers are professionally trained to be effective in joint planning and preparation of lessons in order to have adequate mastery over the contents or the subject matter to be presented in the classroom; secondary school teachers should create a learning environment whereby classrooms are jointly managed to ensure that every student utilizes available resources in order to achieve the instructional goals of the school.