Assessment of Teachers' Service Delivery in Private Secondary Schools in Abi Local Government Area, Cross River State - Nigeria

Abstract

This study assessed teachers’ service delivery in private secondary schools in Abi Local Government Area of Cross River State, Nigeria, with particular focus on instructional practices and classroom management. Two research questions guided the study. A de scriptive survey research design was adopted. The population comprised all 132 teachers in the 17 private secondary schools in the study area. Due to the manageable size of the population, a census approach was employed. Data were collected using a questionnaire titled “Teachers’ Service Delivery Questionnaire (TSDQ). ” The instrument was validated by experts in Educational Management and the Measurement and Evaluation Unit of the University of Calabar to ensure its validity and suitability for the study. A pilot study was conducted outside the study area to establish re liability, and Cronbach’s alpha coefficient of 0.86 was obtained, indicating a high level of internal consistency. Data were analyzed using mean and standard deviation to answer the research questions. The findings revealed that teachers generally demonstrate effective instructional practices and classroom management. The respondents showed competence in applying appropriate teaching methods, maintaining classroom discipline, managing students’ behaviour , and creating a conducive learning environment. However, some areas requiring improvement were identified, particularly in promoting active student participation and clearly communicating lesson objectives before instruction. The study concluded that although teachers exhibit a satisfactory level of effectiveness in instructional delivery and classroom management, greater attention is needed to strengthen learner engagement and learner-centred teaching practices. Based on the findings, the study recommended that school administrators should organize regular professional development programmes, workshops, and in -service training to enhance teachers’ instructional skills, lesson planning, and communication of learning objectives for improved educational outcomes.