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Teacher training institutions in Nigeria are continuously struggling to tackle the problem of trainable teachers in oversized trainee-teacher population.
The resulting situation being, there are many qualified teachers but skewed in terms of what good quality teachers should portray.
This study examines the predictive factors of teachers’ trainability in Ijebu-Ode local government area of Ogun State, Nigeria.
A descriptive research design of survey type was employed to collect data from 150 public primary school teachers who participated in the 2017 SUBEB and UBEC teacher professional development programme in Ogun State.
Data were collected through Training Factor Collection Sheet (TFCS).
Five research questions were analysed using frequency counts, percentages and Chi-square (χ2) test of homogeneity.
It was concluded that successful teacher professional development programme lies on multifarious factors that provide windows for enhanced trainability.
This study should be of benefit to teachers, school administrators, educational researchers, and policy makers to examine the implications for instructional process and to derive evidence-based suggestions for educational policy.
Oshinyadi, B.Sc(Ed), M.Ed, Ph.D (In-view): Studied Educational Management at Tai Solarin University of Education.
Doctoral student at Olabisi Onabanjo University, Ago-Iwoye.
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