Beginning teacher educators development and faculty workload management of Universities in Cross River State of Nigeria

Abstract

This study aimed at investigating the beginning teacher educator’s development and faculty workload management of universities in Cross River State of Nigeria. The study was expecting to provide the baseline information on the faculty workload management of universities in enhancing the job training of beginning teacher educators for improved task performance. The survey inferential design study has two null hypotheses to guide the study. “Beginning teacher education development and Workload Management Opinion Survey (BTEDWMOS)” was self-developed, validated by two measurement evaluation experts, tested for reliability (with an index of 0.83), and administered to 84 newly employed (1-3years) academic staff drawn from  the population of academic staff in the faculty of education of the two universities using purposive sampling technique. The data obtained were analyzed using percentage counts, population t-test and independent t-test statistics. The findings revealed that the development of the beginning teacher educators were significantly high. The development of the beginning teacher educators were not significantly different in gender and age while it was significantly different in work experience, qualification and computer literacy on faculty workload management. It was concluded that faculty workload management could be used to engender the level of development of the beginning teacher educators in the universities. It was, therefore, recommended that the right type of teachers be recruited to ensure increase productivity and professional standards