The Impact of Teaching Practice Exercises on the Productivity of Qualified Teachers in Nigeria Educational System in Igboeze North Localgovernmentarea of Enugu State

Student: Celine Chiamaka Ezeja (Project, 2025)
Department of Adult Education
University of Nigeria, Nsukka, Enugu State

Abstract

This study investigates the impact of teaching practice exercises on the productivity of qualified teachers in Igboeze North LGA within the Nigerian educational system. Teaching practice serves as a crucial bridge between theoretical knowledge and practical application, allowing educators to refine their instructional skills in real classroom settings. This research employs a descriptive survey research approach, using research questions and collection of data via distribution of well structured research questionnaire to teachers across various schools in Igboeze North LGA. In analyzing the collected data, the arithmetic sample mean and standard deviation method of analyses was used. Key findings indicate that teaching practice exercises significantly enhance teachers' confidence, pedagogical skills, and classroom management techniques, leading to improved student engagement and learning outcomes. Furthermore, the study highlights the factors influencing teaching practice exercise in the educational system, including availability of facilities, influence of policy and institutional frameworks and insufficient mentoring support. By identifying these factors, the research provides actionable recommendations for educational policymakers and training institutions to optimize teaching practice programs.

Keywords
impact teaching practice exercises productivity qualified teachers nigeria educational system
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