Teachers’ Professional Training and Sustainable Skills Development in Public Universities in Cross River State, Nigeria

Abstract

Sustainable skills development in the context of subject matter deals with the professional capacity in ensuring abilities and skills in instructional services delivery in universities. This study examined the relationship between Teachers’ Professional Training and Sustainable Skills Development in Public Universities in Cross River State, Nigeria. Two research questions were employed in the study: what is the relationship between in-service teacher training and sustainable skills development in public universities? How does In-class professional training relate with sustainable skills development in public universities? Descriptive research survey was adopted, and stratified random sampling technique was used to select 200 Teachers out of 519 teachers from the faculty of Education in two (2) public universities in the study area. Data were collected through questionnaire administration. Face validity of the instrument was done by experts in measurement and evaluation in the University of Calabar. Cronbach alpha method of reliability was used to achieve the reliability co-efficient range of 0.73 – 0.86. Data obtained were coded for analysis. Mean and standard deviation were used for data analysis. The results revealed there was a positive correlation between teachers’ professional training and sustainable skills development in public universities in Cross River State. Based on the results, it was recommended among others that the untrained teachers should be professionally trained by institutes in charge of education and training programmes for teachers in order to be acquainted with teaching and classroom activities, in-house training should be encouraged for sustainable skills development.