INTEGRATION OF ARTISTIC POTENTIALS FOR COMPETENCY IN TEACHER EDUCATION

Abstract

The purpose of this study was to examine the perceptions about the integration of artistic potentials for competencies in teachers’ educations. The study was guided by four objectives, research questions and hypotheses. The population of the study comprised secondary school teachers and university lecturers in education faculties and Colleges of Education in Akwa Ibom state. The multi-stage random sampling was used to select a random sample of 450 respondents comprising of secondary school teachers and education lecturers in tertiary institutions in Akwa Ibom state. The instrument entitled “Integration of Artistic Potentials for Competency in Teacher Education Questionnaire, (IAPCTEQ)” developed by the researcher was used in data collection. The instrument was validated by experts and the reliability of the instrument yielded Cronbach Alpha of 0.83. Data were using means, standard deviation, independent t test and ANOVA and were tested at the 0.05 level of significance. Results show that there is no significant difference in the mean rating of male and female respondents on the perception of the integration of artistic potentials for competency in teacher education. Results also show significant difference in perception of the integration of artistic potentials concerning the years of experience of the respondents in favour of teachers with highest years of experience (p<.05). Therefore, integration artistic potentials for competencies in teachers’ educations will enhance the quality of teachers’ education by improving their outputs in terms of social, cognitive, emotional and physical development of the child while also facilitating their understanding of other subjective thereby making learning more effective.