Comparative analysis between Teachers’ Education Goals and Social Change: An Exploratory Study of Nigerian University System

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dc.contributor.authorOniye, Masud Ibrahim, Ogunniran, Victoria Oludunn, Jekayinfa, Oyeyemi Jumoke, Mustapha, Adam Ishola & Sanni, Abdulhameed Muhammed
dc.date.accessioned2026-05-15T13:47:23Z
dc.date.available2026-05-15T13:47:23Z
dc.date.issued2024
dc.descriptionNILL
dc.description.abstractIn Nigeria, despite clearly laid out policy goals with curriculum content mapped to its achievement, outcomes have continually fall short of expectations in terms of the kind of teachers envisioned in the policy document. The development of teachers with social change as a goal of teacher education remained a problem. This study aimed at describing teacher education goals for social change within Nigerian Teacher Education; and examining the relationship that exists between the Teacher Education goals and social change among the undergraduates. An exploratory sequential mixed method study was used to allow the leverage of the complimentary advantages of qualitative and quantitative methods for generating deeper insights into phenomena. In the first part, 11 lecturers from 11 universities were interviewed to generate qualitative data. In the second part, questionnaire was developed and administered to Teacher Education undergraduate. Participants in the quantitative study were 416 undergraduates at various levels of the Teacher Education programmes in the Nigerian public universities. The study assessed the factors of age, gender, subject area, and level/year of study as predictors of undergraduates’ conceptualization of Teacher Education Goals (CTEG) for social change as well as CTEG as a predictor of social change. Thematic analysis and Structural Equation Model were employed to analyse the data collected for the study. The result showed that none of age, gender, year of study, and teaching subject significantly predicts CTEG. The study provided important information for policy, curriculum, strategy, and implementation in line with postmodern Teacher Education that is relevant for the twenty-first century.
dc.description.sponsorshipAuthors
dc.identifier.citationOniye, M. I, Ogunniran, V .O, Jekayinfa, O. J, Mustapha, A & Sanni, A. (2024). Comparative analysis between Teachers’ Education Goals and Social Change: An Exploratory. Zamfara International Journal of EducationStudy of Nigerian University System, 4 (4), 316-323
dc.identifier.issn2814 – 1369
dc.identifier.urihttps://kwasuspace.kwasu.edu.ng/handle/123456789/7195
dc.language.isoen
dc.publisherFaculty of Education Federal University Gusau, Zamfara State.
dc.relation.ispartofseries6
dc.titleComparative analysis between Teachers’ Education Goals and Social Change: An Exploratory Study of Nigerian University System
dc.typeArticle
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