Decision-Making Practices and Teaching Effectiveness in Colleges of Education in Niger State, Nigeria

Abstract

Colleges of Education in Nigeria seem to face with challenges ranging from decline in teaching effectiveness, and low student outcomes. The study examined the relationship between decision-making practices and teaching effectiveness in Colleges of Education in Niger State, Nigeria. The study adopted descriptive research design of the correlational type. The population of the study comprised 920 lecturers in public Colleges of Education in Niger state. The sample for the study was 556 lecturers selected from two Colleges of Education in Niger state. Multistage sampling procedures, sample random technique and proportionate random sampling technique were used to select the sample for the study. Two set of instruments tagged “Decision-Making Practices Questionnaire (DMPQ) and Teaching Effectiveness Questionnaire (TEQ). The instruments were dully validated by experts. The reliability coefficients of 0.78 were obtained for the DMPQ and 0.85 for TEQ. The data were analyzed using both descriptive and inferential statistics. The hypothesis formulated was tested at 0.05 level of significance. The findings of study revealed that the level of teaching effectiveness was high. Also, it was revealed that decision-making practices made significance contribution to teaching effectiveness in Colleges of Education in Niger State. Based on these findings, the study recommends that the Colleges of Education authorities should sustain the current high level of teachings’ effectiveness through the use of appropriate managerial strategies such as participatory decision-making practices.