BEST PRACTICES FOR EFFECTIVE PREPARATION OF QUALITY AGRICULTURAL TEACHERS AND SCHOOL ADMINISTRATION IN NIGERIA

Abstract

This study aimed at investigating best practices for effective preparation of quality agricultural teachers and school administration in Nigeria. Two research questions and two null hypotheses were formulated to guide the study. The target population for this study was 2,231 respondents comprising 2,021 lecturers from universities and 210 from colleges of education. A total sample size of 202 university lecturers and 21 college lecturers were statistically determined using Yaro Yamane formula. Best Preparatory practices for Quality Agricultural Teacher Questionnaire (BPPQATQ) and Extent of Application of Best Educational preparatory Practices for quality agricultural teacher (EABEPPQ) were structured instruments used for data collection. Mean, standard deviation and Independent sample t-test were employed to answer the research questions and test the hypotheses at a probability of 0.05 and 221df. It was found out that effective content and methodology adoption, efficient administrative and management control, among others, were significant (p>0.05) global best practices for quality preparation of agricultural teachers in Nigeria; but were not significantly (p>0.05) applied in teacher education programme in Nigerian Universities and her Colleges of Education. Best practices identified in the study were strongly recommended for application in agricultural teacher education programmes for effective performance in Nigeria.