Perception Of Office Managers on Technology Skills Possessed of Secretaries in Colleges of Education for Managing Information in Enugu State

Teachers’ beliefs in their ability to effectively handle the tasks that are related to their professional activity are an issue of concern for pre-service teachers. Many of them have low self-efficacy which can affect their output in future, and this can influence important academic outcomes on learners. The main purpose of this study was to factorially validate teachers’ self-efficacy scale (TSES) using pre-service teachers in public colleges of Education in Enugu State. A sample of 218 year three students in the schools of sciences and social sciences was drawn from a population of 2,127 students of public colleges of Education in Enugu State. Simple random sampling technique was used to draw two schools from the five schools in each of the colleges. Accidental sampling was used to draw the participants. The study adapted the teacher self-efficacy scale developed by Ma, Trevethan and Lu (2019). The instrument was construct validated using factor analysis while the internal consistency and stability reliability indices were estimated using Cronbach alpha method and Pearson correlation. The exploratory and confirmatory factors analyses were done using principal component matrix with Varimax rotation, while data model fit was tested using root mean square error of approximation (RMSEA) and confirmatory factor index (CFI). Statistical Package for Social Sciences (SPSS) and Analysis of a Moment Structures (AMOS) software were used to conduct the statistical analysis. The results showed that the scale was found to be valid and reliable and as well demonstrated a good model fit (RMSEA = .043, CFI = .943). The study has implication for teacher education training institutions in that the scale can be used as an effective instrument for determining the teaching self-efficacy of the pre-service teachers. Thus, it was recommended that various higher institutions for teacher education should make effective use of TSES in ascertaining the teaching self-efficacy of the pre-service teachers, especially during teaching practice exercises.

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The Relationship between the Information Technology Skills Acquired by Secretarial Teachers in Nigeria Colleges of Education and Their Utilization of Internet for Effective Teaching

World Journal of Education ◽

10.5430/wje.v3n2p71 ◽

2013 ◽

Vol 3 (2) ◽

Author(s):

Adeshina, Tunde Joel ◽

Udoh, Abasido ◽

Ndomi, Benjamin ◽

Aliyu, Muhibeedeen

Keyword(s):

Information Technology ◽

Effective Teaching ◽

Technology Skills ◽

Colleges Of Education ◽

The Relationship

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Employers’ Expectation of Computer Technology Skills Required of Business Education Graduates from Colleges of Education in Rivers State

British Journal of Education, Learning and Development Psychology ◽

10.52589/bjeldp-mahqtp5j ◽

2021 ◽

Vol 4 (2) ◽

pp. 8-16

Author(s):

Ogolo Furo I.

Keyword(s):

Computer Technology ◽

Business Education ◽

Personal Development ◽

Computer Application ◽

National Commission ◽

Technology Skills ◽

Colleges Of Education ◽

Education Students ◽

Colleges Of Business ◽

Rivers State

This study examined employers’ expectation of computer technology skills required of business education graduates from colleges of business education in Rivers State. To achieve the main purpose of the study, two research questions were formulated to guide the study. Descriptive survey research design was adopted to elicit responses from a sample of 100 employers of business education graduates and 200 business education graduating students drawn out of the population of 150 employers and 345 business education final year students respectively during the 2019/2020 academic session. Data collected using checklist and questionnaire were analysed using descriptive statistics of frequency count, percentage and bar chart. The findings reveal that employers of business education students in Rivers State expect the graduates to have high skills in the following computer application areas: Microsoft Word, Microsoft Excel, Desktop Publishing, Databases, Computer Networking, Website Application, POS Application, Payroll Application and Computer Internet. The findings also reveal that business education students rated their competency level in these computer application skills as low. These show that there is a gap between the expectation of the employers and the computer technology skills of business education graduates. Based on these findings, the following recommendations were put forward among others: employers of business education graduates should collaborate with the National Commission for Colleges of Education to review the curriculum content for computer application areas in business education to cover skills in areas needed for their productivity. Business education students who have already graduated and are lacking in the various computer technology skills highlighted in this study should endeavour to embark on personal development in order to develop such skills needed for employability.

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