Teacher competence as a tool for effective and sustainable human capital development in the federal capital territory: Implications for career guidance

Abstract

This study investigated teacher competence as a tool for effective and sustainable human capital development in selected Public Secondary Schools in the Federal Capital Territory (FCT), Abuja, Nigeria. Descriptive survey design was used for the study while simple random sampling technique was used to draw the sample for the study in two area councils in the FCT. The data generated was analysed using means scores, standard deviation, t-test and analysis of variance (ANOVA). The dependent variables for the study were knowledge impartation, teacher commitment to work and classroom management. The independent variables were gender factor, teacher qualification and teaching experience. Three research questions and three hypotheses guided the conduct of the research. The findings revealed a highly commendable level of teacher competence in service delivery. However, no significant relationship was found between the independent and dependent variables with significant values standing at 0.660.389 and 0.345, respectively (P>0.05). The authors recommended that other psychological constructs such as self efficacy and emotional intelligence as independent variables should be used to gain more insight into teacher competence in the aforementioned ramifications. Regular career guidance should also be made as an integral part of capacity building for optimum and sustainable impact on human capital development. Key words: Teacher Competence, human capital development and career guidance.