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Implementation of TDP Acquired Training for Improving the Quality of Education for All

机译：TDP的实施获得了提高全部教育质量的培训

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In a bid to achieve education for all the Nigerian government has embraced various initiatives that include Teacher Development Program (TDP) which tries to address weak teacher subject knowledge/instructional practices for uplifting the current low pupil learning levels. However, it has been observed that the expansion of educational opportunities and overcrowded classes are hindering implementation of acquired intervention skills. So, this study used a descriptive survey design in a quantitative method, employing Linkert scale questionnaire items, to investigate evidence of teachers' use of acquired skills from the TDP training in their classroom instructions in Hadejia town of Jigawa state, Nigeria. Responses were interpreted using mean and SD to determine extent of implementing components of the three constructs under study, and a p value to correlate the responses of the 15 administrators and that of the 81 teachers, who are the sample of the study, to find out if any significant differences existed between their views. Findings indicate that there are no significant differences between administrators' and teachers' responses on the implementation of the three constructs, but there exit some discrepancies about some variables under each construct. This finding can aid in-service teacher training decision making and modifications to ensure full implementation of acquired skills by TDP trained teachers.
机译：在竞标以实现所有尼日利亚政府的教育，已经接受了包括教师发展计划（TDP）的各种举措，该举措试图解决弱势教师主体知识/教学实践，以促使目前的低瞳孔学习级别。然而，已经观察到，教育机会和过度拥挤的课程的扩大正在阻碍获得获得的干预技能的实施。因此，本研究采用了具有定量方法的描述性调查设计，采用了LinkErt规范问卷项目，调查教师在尼日利亚·尼日利亚九川州九瓦州九川镇的课堂指示中获取所获得的技能的证据。使用均值和SD解释反应，以确定实施研究下的三个构建组件的范围，以及将15个管理者的答复相关联，以及81名教师的响应，谁是研究的样本，以了解他们的观点之间存在任何显着差异。调查结果表明，管理员和教师对三个构造的实施中没有显着差异，但在每个构造下存在一些关于一些变量的差异。这一发现可以帮助服务的教师培训决策和修改，以确保通过TDP培训的教师充分实施获得的技能。

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