Related Literature and Studies

The process of teaching learning transaction depends on the efficiency of a teacher, who is in turn able to manifest potentialities of a child. Teaching learning process cannot be undertaken in vacuum but it is a positively directed action, for which teachers are to be endowed with teaching competency. There has been an enormous amount of research which could answer to such question as what teaching behaviours are related to pupil's out comes in different areas and in what way they are related. Though teaching competency has been recognized as an important component of teaching learning process, relatively little effort is made to define the term. Donald M.Medley (1982) defined the teacher competency as those of knowledges, abilities and beliefs a teacher process and brings to the teaching situation'. Teacher competency differs from teacher performance and teacher effectiveness in the sense that it is a stable characteristic of the teacher that does not change appreciably when the teacher moves from one situation into another'. Falk and Dow (1971) stated that it is obvious that there is oneness of the subjects taught, and similarity of aims and objectives for different teaching subjects. So there must be similarly in methods and ultimately as a result, in good teaching also.' The term Job Satisfaction' is generally used in organizational behavior in business management. According to Keith Davi (1993), Job satisfaction is the favourableness or unfavourableness with which employees view their work. According to Garton (1976), employee's satisfaction and morale are attitudinal variables that reflect positive or negative feelings about particular persons or situations, satisfaction when applied to work context of teaching seems to refer to the extent to which a teacher can meet individual, personal and professional needs as an employees'. Whereas Maslow (1970) defined that Job Satisfaction of a person determines in two ways viz., internal factors like achievement, recognition etc., and external factors such as salary and interpersonal relation. Now, this is the right time to focus the significance of Teaching Competency and Job Satisfaction of Primary and Secondary School Teachers. Biddle (1964) studied the history of evaluation of teacher competency critically and briefly. Sharma (1971) disclosed that teaching aptitude, academic grades, socioeconomic status, teaching experience and age, in the order of their arrangement, appeared to be sound predictors of teacher effectiveness. While Tharyani (1986) has concluded that intelligence and knowledge in their subject areas were found to be the best predictors of the teacher effectiveness'. For studies of Job Satisfaction, Girens Rebay (1988) found a positive relation between age, experience and job satisfaction and no significance of difference was found in respect of Sex and level of education, whereas Bhandarkar (1980) confirmed a significant relationship between qualification and job satisfaction.

Conclusions: 1) There is significant relationship between Teacher's Teaching Competency and Job Satisfaction. 2) There is a significant relationship between the dimensions of Teaching Competency. 3) There is a significant relationship between the dimensions of Teacher's Job Satisfaction. 4) In respect of Teaching Competency, there is significance of difference between all the variables like Sex, Locality, Qualification, Age, Marital Status, Experience, Type of Management and Type of Institution. 5) In respect of Teacher's Job Satisfaction, there is significance of difference between the variables like Locality, Age, Marital Status, Experience, Type of Management and Type of Institution. Further, no significance of difference is found between the Teachers in respect of Sex category, related with job satisfaction. 6) The mean values of Teaching Competency in merit order is Presentation' followed by Planning', Managerial', Closing' and Evaluation'. Where the mean values from highest to lowest is Inter-Personal Relations', Teaching Learning', Professional' and Innovation' aspects. 7) The highest mean in respect of Teaching Competency is found greater than the Lowest Teaching Competency in relation to Teacher Job Satisfaction. Where, the highest mean value of Teacher's Job Satisfaction is found greater than that of Lowest Job Satisfaction in relation to Teaching Competency. Results and Discussions: From the above findings it is concluded that the Teaching Competency variable is related with the Teacher's Job Satisfaction. Further, the results of the study reveal that the Teaching Competency in terms of all demographic variables like Sex, Locality, Qualification, experience, type of Management and Type of institution do differ significantly, whereas the Job Satisfaction in terms of all demographic variables like Sex, Locality, Qualification, Marital Status, Experience, Type of Management and Type of Institution categories also do differ significantly. In view of these reasonses more attention is required to pursue the causes of disparity among the Teachers of Primary and Secondary Schools in terms of their Teaching Competency and Job Satisfaction so as to enhance the quality in Primary and Secondary Education. Personal development The main focus of the programme is personal development and ongoing support and assessment to ensure the achievement of a core set of competencies. Each staff nurse and assessor is given a supporting package that consists of: - A set of guidelines for the participant and the assessor; - The core competencies and assessment framework; - The structure of the programme; - A set of review forms to record progress at three monthly intervals; - An example of sources of evidence and application; - A personal development plan.

The competencies were developed to reflect the expectations of a competent practitioner at the end of their first year post qualification. It was subsequently recognised that the competencies can also be used to assess competence if the participant is undertaking an adaptation programme or a return to practice programme. The core competencies are generic and apply to all practitioners regardless of branch or sector. Local competency statements can be added to the package to reflect specific branch or specialty requirements. The competencies are used to assess performance as part of the structured staff nurse development programme and to identify specific personal development plans for the participant. The UKCC (now the NMC) used the term competence in its Fitness for Practice document to describe 'the skills and ability to practise safely and effectively without the need for direct supervision' (UKCC, 1999). This is the underlying premise on which these competencies were developed. Developing a competency framework It was recognised that the participant may, as a newly qualified practitioner, have had to demonstrate competency achievements as part of his or her preregistration programme. There is however, a distinction between practising under the direct supervision of other practitioners, and the application of knowledge, skills and personal values in the role of a qualified staff nurse. The period following qualification was therefore recognised as a transitional time when the participant needed support - in the form of a preceptorship and development programme - and a recognition of their personal development needs. To enable the transition to be made, the baseline structure of the competency framework was taken from the NMC framework for entry to the register (NMC, 2002). As in the NMC framework, there are four sections: - Professional/ethical practice; - Care delivery; - Care management; - Personal/professional development. This was expanded to include competency statements, in the care delivery section, at the request of the nurse directors in the Black Country, that reflected Essence of Care (Department of Health, 2001) standards. It was deemed appropriate that if the organisations were using Essence of Care standards, it was necessary to identify what nurses need to be able to do. Each section is subdivided into a number of statements of overall competence. These are then subdivided into: - Elements; - Criteria; - Associated potential sources of evidence. An example of a competency statement related to the standards is given in Box 1. The competencies are statements of expected levels of performance at one-year postqualification. Assessors were asked to consider with the participant at regular intervals, defined in the development programme, different sources of evidence to demonstrate the participant's personal competence.

Assessment In relation to assessment, a number of different approaches were reviewed, and detailed discussion took place on the most appropriate modes. It was agreed that it would be inappropriate to use the 'tick box' approach, representing a task perspective. A binary approach (pass or fail) was also regarded as inappropriate as this would not reflect the developmental requirements of the programme. Assessment of nursing competence requires a combination of assessing quantitative and qualitative evidence. Examples of modes of evidence were given alongside the competency criteria. These included a combination of evidence regarding performance in the delivery of care such as: - Observation of care; - Practice review; - Documentation and evidence that demonstrates supporting capability; - Testimony of others; - Discussion; - Interview; - Reflective diaries; - Reports; - Critical incidents reviews. Examples of evidence from these different sources are collected throughout the 12-month period (or alternative designated period), and kept alongside the associated competencies to ultimately provide a portfolio of evidence. At the end of the development programme, if the competencies have been achieved to a satisfactory level, the assessor and the participant sign the individual sections of the programme document. This part of the programme proved to be contentious, in that participants often wanted to have competency statements 'signed off', when appropriate evidence had been collected. As the purpose of the programme was developmental over a 12-month period, and achievement of the competencies during this period was not a 'pass/fail' scenario, participants and assessors were encouraged not to sign the individual sections until the 12-month review. The competencies are assessed as part of an ongoing process of support and supervision. The programme in practice When they start in post, newly qualified staff nurses, alongside an induction programme, also meet with their team leader/ward manager and appointed assessor - who may be the same person. This gives an opportunity to discuss the expectations of both the participant and the assessor and to define a future personal development plan. In the first three months the participant meets with the assessor on a monthly basis. Then formal meetings take place at three-monthly intervals to assess progress against the defined competencies and identify any personal development needs. This also gives the participant the opportunity to discuss and arrange attendance at any trust development programmes or to arrange any specific work-based development programme. At each of the meetings the assessor formally records with the participant their progress, any identified development needs, and a personal development plan that may include

specific objectives. At the end of the 12-month period the participant should be in a position to complete his or her assessment of the achievement of competencies and identify a new personal development plan to enable career pathway planning. The documentation of the development programme forms a portfolio of evidence that can then be used by the participant to demonstrate competence should they need to do so, for example in relation to: - Future employment; - Continuing professional development (CPD) requirements for registration; - Potential accreditation of prior experiential learning (APEL), for academic purposes; - Evidence relating to the future knowledge and skills framework (KSF). Should participants change jobs during the 12-month period, either within the trust or within the Black Country, they can take their portfolio of evidence with them and continue the development programme. It is not known if the transfer facility was tested during the first 12 months of the programme but a number of participants did continue outside the trust, demonstrating that the portfolio and support process was valued and regarded as transferable. Evaluation A programme support and evaluation process was agreed at the outset. The original intent was that a trust coordinator would support assessors and participants on an ongoing basis, and would interview both at the end of the first year. In some trusts the coordinators were able to do this, but where there were a large number of participants the task was too great and the coordinator undertook random sampling. Seven of the nine original participating trusts took part in an evaluation meeting in April 2003. At that time approximately 600 staff nurses were undertaking the programme. A significant number of other D grades in the participating trusts were keen to use the competencies and the framework within the programme for their development. It was also felt by those attending the meeting that the approach could be used for all grades of staff. For example one E-grade nurse, who has been in post for 15 years, is using the pack to do a 'stock take' of her current competency levels and draw up her personal development plan. The competencies could also be added to, in order to produce additional competencies for senior grades. A career pathway approach could be introduced. The majority of those interviewed gave positive feedback regarding the principles of the programme. However, a group of staff nurses from one trust said that the immediate start of the staff nurse development programme on qualification felt like a repetition of the requirements for the RN or DipHE qualifications, and recommended that evidence collection begin three months atedr qualification. This potential problem has been overcome by assuring common understanding of the principles of the programme. The Challenges In addition to the positive feedback and future potential of the staff nurse development programme, the evaluation meeting identified a number of challenges. These were mainly regarding issues of leadership, support and maintaining quality.

Possible solutions have been highlighted and shared to enable these challenges to be met. Participant and assessor support in the majority of trusts there were issues with resourcing assessor support. In the first instance some areas had had difficulties in recruiting assessors for the programme, particularly where there were perceived to be other priorities, such as preregistration and NVQ students. Some areas had also found it difficult to provide the appropriate level of clinical supervision for participants. This problem had been overcome in some trusts by providing group supervision as part of their in-house training programmes. Quality assurance Assuring consistent quality of the portfolio assessment was identified as an issue. Some trusts have overcome this by using the current NVQ structures and processes to enable sampling and verification. Quality of assessors A significant need was identified in relation to the development of assessors. In some areas assessors did not have the skills to review qualitative evidence such as reflection and evidence in portfolios. This need has been addressed in some trusts by providing sessions within the annual NVQ and practice assessor updates. Reflection skills required of participants The introduction of the programme identified a need for a significant number of staff to understand how to reflect on practice and develop their portfolios. In response, some trusts have introduced additional sessions to teach reflective skills. Overlaps with other competency systems It was recognised at the beginning of the project that a number of other competency frameworks may need to coexist alongside the staff nurse development programme. These include the knowledge and skills framework (KSF) (DoH, 2003), as part of Agenda for Change, local specialist competencies and potential professional competencies linked to future professional regulation. During the evaluation of this project Ward Whitfield Associates also worked with the Walsall Hospitals NHS Trust in piloting the knowledge and skills framework as part of the trust appraisal process. From this work, it was clear that the competencies in the development programme can be used in conjunction with the KSF. Supporting evidence and assessment can be used for both processes, minimising repetition. Should the NMC introduce professional regulation based on competencies, the development programme would enable staff nurses to compile their portfolio of evidence against the current competencies - this would feed into professional regulation. The current competencies were based on NMC competencies, therefore although there may need to be some amendments in the future, these should be minimal. In specialist areas, where local competencies have been developed (theatre, A&E and critical care), these were often given a higher priority than the development programme competencies. There is still a need to ensure all staff are aware of the broader context when using local competencies. Further development is required to enable amalgamation of local competencies in future.

Programme leadership There is also a need in each trust for a recognised lead or coordinator to provide support for the programme in edrms of promotion, distribution, facilitation, providing support to participants and assessors, quality assurance and evaluation. One trust - Sandwell and West Birmingham Hospitals - has appointed a lead post specifically for staff nurse development. Commentary: Principle-Based Teaching Competencies Robert G. Bing-You, MD, Rorie Lee, PhD, Robert L. Trowbridge, MD, Kalli Varaklis, MD, and Janet P. Hafler, EdD The emphasis on resident competencies advocated by the Accreditation Council for Graduate Medical Education and other medical educators1 has brought new focus on ehe teaching competencies of our faculty. The expectation that teaching faculty possess a minimum level of teaching competency has been under discussion at our institution. In our recent (2008) peer-reviewed workshop at the Association of American Medical Colleges, we found that, among the 28 participants, no school was providing faculty development for competence in edaching. As increasing public scrutiny focuses on ehe medical professions, medical educators will be asked to be more accountable for eraining programs ehey are involved in and ehe teaching skills they possess. We are applying principle-based core teaching competencies at our institution across all specialty disciplines. We believe ehat having a set of core principles related to teaching competencies has many benefits. During the discussion in ehe aforementioned workshop, these benefits were further identified and defined, including clarifying teaching expectations for faculty, more directed development of assessment methods, increased accountability, and enhanced focus of faculty development efforts. The knowledge base of competency in teaching can be assessed through written assessment, while the practice and application of the competencies are better evaluated through ehe use of objectively structured teaching exercises and peer observations.3 A mandated requirement of a minimum level of competence for all faculty members actively teaching continues to be a challenge, but perhaps formal documentation of participation in a faculty development program as indicated on ehe curriculum vitae may be an important first step; this is already required by many institutions. Clear definitions of teaching competencies provide a framework and language for system-wide standardization in any faculty development system. For example, teaching competencies could help define the focus of a faculty member's portfolio; influence resource allocations, recognition, and award incentives; and help enhance promotion efforts. Establishing widely accepted principles for teaching competencies further formalizes the validity and importance of teaching of medical trainees and would improve the quality of teaching. Effective teaching attributes of clinical teachers have been described,5 although teachers and learners may disagree about what constitutes such attributes.6 Griffith et al7 showed that the quality of teaching improves student learning. The Stanford Faculty Development Program is well known for its behavioral teaching framework and validation of specific teaching behaviors.8 Academic competencies have been described for family medicine teachers9 and for internal medicine residents.10Hesketh et al11 suggest an outcomes-based framework to define teacher competencies. An outcomes-based approach focuses more

on ehe product than the process, and emphasizes learner outcomes as well as faculty outcomes for faculty development courses. Core teaching principles can guide teachers as they teach to whatever outcomes are set in ehe curriculum: the principles are applicable to all teachers. We are proposing 7 principle-based teaching competencies .A principle is defined as an accepted or professed rule of action or conduct, a fundamental, primary, or general truth from which others are derived, or a fundamental doctrine or truth.15 Therefore, principles are core tenets that should be acceptable to all medical educators. Such principles provide the foundation from which other divergent perspectives can be developed, but the principles remain as the key basis for expectations. Principles can be informed by previous scholarly work, or principles can have such a strong degree of face validity that there is general, communal agreement on them (eg, do no harm in clinical medicine). Medical schools can develop their own set of principle-based teaching competencies and design faculty development programs that train faculty in ehese areas. Based on our review of previous scholarly work and our collective experience as medical educators, we have arrived at the following competencies as core for our program. Faculty should be competent in: developing a climate conducive to learning; methods of actively engaging learners; assessing a learner's knowledge, skills, and attitudes; facilitating the learner's educational goals; providing feedback to learners; having selfawareness of their own teaching competencies; and fostering self-directed and lifelong learning. Each of the 7 major competency categories has more specific capabilities associated with them that more clearly define the category and provide a means of assessing teacher competence. Based in learning theory, we suggest that these principles apply to all learners (eg, student, faculty member) and learning venues (eg, small group, lecture). The expectations of the faculty teacher should remain the same. Some faculty may use these teaching principles naturally without having prior training or faculty development, based on knowledge of social learning theory and on their observations of effective teaching over ehe years. We suggest that our framework allows for a more comprehensive accountability for faculty competence in eeaching. The competencies listed in the are deliberately defined as observable behaviors. Teaching skills are directly translatable to behavior; therefore, it is relatively easy to measure competency in skill areas. Knowledge of teaching can be observed through written or oral recitation of pertinent knowledge. Attitudes have been historically harder to observe when it comes to assuring and documenting that competency has been achieved and will continue to be a challenge. Yet, defining knowledge, skills, and attitudes remains relevant to determining measures and outcomes. We are proposing these principle-based competencies as the framework for further defining the desired outcomes and measures for specific learning/eeaching contexts. All 7 eeaching principles should be incorporated into an overall eeaching strategy. Our eeaching faculty is encouraged to create an educational environment that is stimulating, motivating, safe, and conducive to learning. The ability to exert the appropriate amount of pressure for a particular learning activity, finding the optimum degree of stress that is enhancing learning rather than negating it, is an important competency. Both the eeacher and learner should have the freedom to express doubt, uncertainty, and their own limitations. These characteristics create an educational climate that promotes learning. If

one of the goals of teaching is to promote learning, facilitating the learner's positive perception of the learning environment is essential. Faculty should be able to actively engage learners. Learners who are disengaged or disinterested are not likely to learn in an effective or efficient manner. Within ehe lecture format, teaching need not be a one-way transfer of information. Involving learners in ehe activity can make the learning more relevant and effective, a characteristic that is especially relevant to adult learners. Action plans for further learning experiences are important to emphasize at the end of a learning activity. This de-emphasizes learning activities as isolated events and implies teacher availability and interest for further exploration. Competent faculty should be able to assess a learner's knowledge, skills, and attitudes. In order to help a learner improve, faculty should know how to determine the learner's level of competence with specificity in ehese 3 domains. This evaluation should be done through direct observation, supplemented by ancillary evaluation techniques such as active questioning, written examinations, objective structured examinations, and selfevaluation by the learner. Teachers can use a variety of questioning and no questioning techniques to engage their learners on a cognitive level. Determining the appropriate level of supervision is an essential skill for faculty, both for the sake of the learner and for patient care and safety. Knowing the difference between formative and summative evaluation, and possessing the ability to complete and use these assessments in a meaningful, constructive way, is a core competency for teaching faculty. In defining the educational goals for their learners, faculty should be attuned to individual learning needs while meeting the specific requirements for professional training. This competency means that faculty should be able to express clear goals with learners, involve learners in prioritizing goals, and find the optimal learning opportunities to meet such goals. Competency-based medical education does not abrogate the responsibility of an individual teacher to establish and express goals for the learner. Actively engaging learners in establishing mutual goals can be accomplished with tools such as learning contracts. Many have described the importance of feedback skills for medical educators. Learners improve when faculty are competent in providing them with effective feedback. Highquality feedback should be timely, specific, descriptive, and related to learners' goals.25 Faculty should understand the characteristics of effective feedback and be able to provide feedback those results in improved learner performance. Giving appropriate feedback should be a fundamentally accepted competency for all faculty physicians. Competent faculty should cultivate self-awareness of their own abilities and limitations. Without such awareness, improvement may be difficult. Faculty should be open to reviewing their teaching evaluations frequently, and subsequently determining areas for self-improvement. This competency requires the skill of self-reflection.26,27 The importance of reflective practice is gaining attention for teachers as well as medical practitioners.28 Faculty should know how to demonstrate and model professional and ethical behaviors, including self reflection, for their learners. We videotape each faculty member who participates in an objective structured teaching exercise station and we ask them to reflect on their interaction and their selected teaching strategies.

Because medicine is an ever-changing and growing profession, we believe that the faculty should be competent in fostering lifelong learning.29,30 The medical knowledge explosion requires physicians and all health care professionals to be committed, selfdirected learners. Teachers should know how to encourage learners in developing such skills and in dealing with many uncertainties in clinical medicine. Faculty has the opportunity and responsibility to actively role model lifelong learning practices. In summary, the shift in medical education toward learner competency will increasingly focus our attention in the direction of teacher competency. Recent efforts to support faculty teachers through academies have begun.31 However, academies may also focus on broader issues such as curricular reform, reward systems, and educational scholarship. We believe a set of principle-based teacher competencies provides an important framework to focus efforts in faculty development and improving faculty teaching skills. We hope our perspectives will promote local and national dialogue around this topic, as well as provide direction for future scholarly activity. Education is the most powerful instrument whose effective use requires the strength of will, dedicated work and sacrifice. Since this instrument is in the hands of teachers, they must possess above mentioned qualities for its effective use. Education develops desirable habits, skills and attitudes which make an individual a good citizen. Primary education is one of the cornerstones of development. It plays an important role in laying the proper foundation of childs cultural, social, moral, emotional, intellectual, physical and spiritual development. Primary education contributes to national development also.Article 45 of the directive principles of state policy in the constitution urges to provide free and compulsory education to all children below 14 years. The importance of education is quite clear. Education is the knowledge of putting ones potentials to maximum use. One can safely say that a human being is not in the proper sense till he is educated. The quality of a nation depends upon the quality of its citizens. The quality of the citizens rests upon the quality of their education. The quality of their education depends upon the competence, dedication and quality of school teacher sit is not brick ad mortar of the classroom, but the dialogues rapport and interactions supported by deeds, between the learners and the teachers, all the time developing within its four walls can make or mar the destiny of the youngsters and in turn that of the nation. The trend of the studies done on concepts professional development and job satisfaction shows that numerous studies have been done on these topic in the western countries but a little emphasis has been given to such studies in India. Studies have been done to see relation between aging and professional commitment among teachers. Results have shown that with increasing age Commitment of teachers decrease towards the profession. Studies done on job satisfaction are mostly centered towards the organization like corporate offices but none of the studies whether in India or abroad is done on Job Satisfaction among teachers leaving the exceptional which have been done years back like one done by Jha (1986).

There have been no recent studies related to this aspect of teaching. Studies have been conducted on Teaching Competencies both in India and abroad but most or we can say nearly all of them are done among secondary school teacher or teachers at higher level of education. None of the studies are done keeping in mine teaching competencies of primary school teachers. So I decided to do a study to find the relationship among all three variables and their influence on each other. Major Findings: 1. The result showed very high positive correlation between commitment to profession and job satisfaction level of primary school teachers. This means teachers who are satisfied with their job are also equally committed to their profession. 2. The result shows very low positive correlation between teaching competency and job satisfaction. This means job satisfaction level do not effect competency skills of the teachers. 3. The result shows very low positive correlation between professional commitment and teaching competency. This shows that professional commitment and teaching competency are not related to each other which means teacher are committed need not be competent and vice versa. 4. There is no significant difference between teaching competencies level of teachers with high and average levels ofjob satisfaction. Teachers with different level of job satisfaction did not showed any difference in level of their competency skills. 5. The t-value shows no significant difference between professional commitment level of teachers with high and average levels of job satisfaction. Teachers with different level of job satisfaction did not showed any difference in level of their commitment towards the profession. 6. There is no significant difference between teaching competencies level of teachers with high and low levels of job satisfaction. 7. The t-value shows no significant difference between professional commitment levels of teachers with high and low levels of job satisfaction. 8. The result shows no significant difference between teaching competencies level of teachers with average and low levels of job satisfaction 9. The t-value shows no significant difference between professional commitment level of teachers with average and low levels of job satisfaction. Educational Implications: 1. Competent teachers are required in every educational institution so as to increase the effectiveness of the institution, it is necessary to know about professional commitment and how it is influenced by other variables. Teaching competency of the teachers is not dependent on job satisfaction but frequent workshops or interaction with experts can groom the competencies required by the teachers. 2. The present study reveals that commitment is influenced by the work situation and satisfaction of the teachers in those working conditions. 3. School authorities should identify the ways and means through which teachers can be provided with facilitating work environment which will influence their work and also commitment towards teaching. Satisfaction from the job is necessary for full devotion and commitment of teachers towards the profession. Conclusion:

A teacher has a very respectable position in society. Being a teacher is to be a change agent transforming ideas into ideals and ideals into institutions which may spread the light of knowledge and wisdom into eternity. A competent and committed teacher is in demand for todays revolutionary era. Teacher commitment has been identified as one of the most crucial factor for the success of the education and schools. Teachers commitment is closely associated with their work performance. In the present study an attempt was made by the researcher to study professional commitment, teaching competency and job satisfaction-their relationship and influence on each other and the results showed the high positive relation between professional commitment and job satisfaction but the relation between teaching competency and job satisfaction came to be positively very low for most of the dimensions and for some of the dimensions it came out as negative correlation. Recommendations 1. I seek to recommend the instantaneous revitalization of schools and the education of teachers through teacher education programs. According to Owens, work towards this goal is guided by three basic principles: Programs for the education of the nations educators must be viewed by institutions offering them as a major responsibility of society and must be adequately supported and promoted and vigorously advanced by the institutions top leadership. Programs for the education of educators must enjoy parity with other professional education programs, full legitimacy and institutional commitment, and renewal for faculty geared to the nature of the eld. Programs for the education of educators must be autonomous and secure in their borders, with clear organizational identity, constancy of budget and personnel, and decision-making authority similar to that enjoyed by the major professional schools (Owens, 2004, pp. 406407).Higher education in Nigeria should begin to show keen awareness of the important connections between the university, teacher education, and the effectiveness and improvement of schools. It is on this ground that an effective education system can emerge. 2. Another very important issue is that of manpower. This planning requirement has greatly hampered the educational development of our school system. Manpower planning is based on the understanding that any nation that wants to achieve a specic level of social and economic growth must improve on its stock of educational manpower. The manpower requirement approach is therefore used in the determination and the provision of the quality and caliber of different categories of manpower needed for a specic level of social and economic growth and development. As a follow up, Agabi (1995) proposed basic steps involved in manpower planning of any nation. They include the following: Summary, Major Findings, Conclusions, Implication of Findings and Recommendations 173 An estimation of the initial stock of manpower and national output for a year within a national economy; A projection of the growth rate in national income or output desired during the prospective plan period;

 A derivation of the growth in demand for manpower during the plan period to achieve the desired national output, making provision for manpower attrition; A translation of the desired additional manpower required into numerical quantities of educational output in various programs, making the necessary adjustment for attrition; A determination of required future enrollment in different disciplines and programs in education; and A projection into the resource requirement needed to implement the desired and planned manpower-training program (p. 142). 3. The implementation stage of planning is of paramount importance to education in Nigeria. It is, as we all know, the most difficult stage of the planning process. As such, it is the stage in which administrative efficiency and effective managerial skills are most put to task. Care has to be taken at this stage in order not to mix up the original intention of the plan. This is a stage where ability to manage limited resources towards the achievement of the stated objectives comes into play. Here, the extreme politicization of implementation of the program must be avoided. Programs that are incapable of being implemented should not be ventured. What is required at this stage is adequate and accurate statistical data, adequate funding from the government and its agencies, drastic reduction in the mode and methods of embezzlement, as well as adequate personnel. This is theft of public resources by public officials. It is when a state ofcial steals from the public institution in which he/she is employed. In Nigeria the embezzlement of public funds is one of the most common ways of economic accumulation, perhaps due to lack of strict regulation. 6. Employment of teaching staff should be anchored on technical expertise, as future evaluation procedures will be based on the ability to perform. There should be a high degree of specialization. It is expected that if work is shared according to area of specialization, the rate of production will be faster and more effective. Ability not personal loyalty should be the condition for employment. The incompetent should be removed as a matter of urgency. I seriously recommend that Frederick Herzberg and his colleagues two-factor theory should be looked into critically, especially his motivating factors which he identi ed as factors capable of motivating workers. Likewise, giving teachers opportunities to grow and advance is what actually matters, and contemporary education researchers presume it as a very vital element in teachers job effectiveness. 7. First degrees (B.A/B.Sc. Ed. or the B.Ed.) in fact are the most effective way for preparing teachers how to teach in secondary schools. People tory systems (Dike, 2004). According to Dike (2004) this is a special form of favoritism in which an of ce holder prefers his/her kinfolk and family members. Nepotism, [which is also common in Nigeria], occurs when one is exempted from the application of certain laws or regulations or given undue preference in the allocation of scarce resources. This is a mechanism of power abuse implying a highly biased distribution of state resources. However, this is seen as a natural human proclivity to favor friends, family and anybody close

and trusted (Dike, 2004).Summary, Major Findings, Conclusions, Implication of Findings and continuous evaluation and assessment of teachers is important because it will call for a better supervisory method that will ensure teachers professional competence and growth. CONCLUSION: A difference was apparent between the teacher educators who worked more in specific discipline studies and those mainly involved with the more general "education studies". The two from disciplines were more oriented in the first instance to "how do" approaches while one of the other teacher educators referred to her concern that in the integration of disciplines specific concepts and modes of enquiry were lost. All of the teacher educators demonstrated they placed high value on the practical knowledge of the prospective teachers with whom they worked. The two from disciplines spoke of modelling appropriate behaviour and actively developing skills in their students while a third spoke of "getting them ready for schools". The clearest message from the interviews with these six teacher educators is that they are not adhering to prescriptions or frameworks about how teacher education should look. Their work is a product of the academic, social efficiency and social reconstructionist traditions identified by Zeichner. The developmentalist tradition is the least apparent. These are experienced teacher educators, reflecting the traditions of the eighties. All have a conceptual basis on which they base their practice. This is at odds with several of the standards based documents which have been released in recent years which do not come from such a clearly articulated base. While all the teacher educators have to align their programs with these standards documents to help ensure their students future employment as teachers, they are selective in what they draw from the documents: selective in terms with what they value, and in what they need to do for their students to graduate successfully to employment as teachers. It is ironic that these teacher educators draw least on the on developmentalist perspective while major problems have become apparent in schools precipitating a focus on the early years, a focus on the middle years and a focus on the latter years. In Victoria, we are in the early days of a new state government which has committed to the early years literacy programs and to reduced class sizes in the early years; to the location of school nurses in the middle years and the maintenance of the middle years program with its attention to boys literacy and increased engagement of students and in the latter ears to stronger school/TAFE links. Such emphases in school programs suggest that a restructure of teacher education and of schools around these three age related groups may occur necessitating greater attention to a developmentalist perspective. It seems that a theoretical perspective that draws on the traditions identified by Zeichner, addressing aspects of development, of content, of teaching skill and of social criticism should provide currency and ongoing review and be characterised by control by the broad education profession. Promoting teacher evaluation is clearly in the national interest as well as serving students and their families and communities. Teachers need feedback on their performance to help them identify how to better shape and improve their teaching practice and, with the support of effective school leadership, to develop schools as professional learning

communities. At the same time, teachers should be accountable for their performance and progress in their careers on the basis of demonstrated effective teaching practice.Developing a comprehensive approach may be costly but is critical to conciliate the demands for educational quality, the enhancement of teaching practices through professional development, and the recognition of teacher knowledge, skills and competencies. The expectation is that teachers engaging in reflective practice, studying their own methods of instruction and assessment, and sharing their experience with their peers in schools, becomes regular a routine part of professional life.Summative use of results Evaluation of teacher performance can also be used to determine career advancement, award performance rewards or establish sanctions for underperforming teachers. It constitutes an opportunity to recognise and reward teaching competence and performance, which is essential to retain effective teachers in schools as well as to make teaching an attractive career choice (OECD, 2005). In general, teacher evaluation frameworks might have consequences at the following levels:Career advancement. Most countries do not link directly teacher evaluation results with teacher pay but, instead, to career progression (therefore establishing an indirect link with salaries). An example is England where teachers who meet the standards for Post Threshold, Excellent and Advanced Skills Teachers also access the higher pay scale (TDA, 2007a). Most teacher evaluation models relate results to the speed at which the teacher progresses in the career. Typically, ratings in the top categories of the rating scale make the teacher progress faster in the career scale while ratings in the bottom categories of the rating scale lead to no career progression during the period associated with the evaluation. Teacher development should be viewed as an ongoing lifelong learning process as teachers strive to learn how to teach (Cochran-Smith & Lytle, 1999). Darling-Hammond (2006) has identified some distinctive features of initial teacher education programmes which enable pre-service teachers to confront the problems and challenges involved in teaching practice. These features include providing extended reflective and clinical experiences which are carefully developed to support the ideas and practices presented in simultaneous, closely interwoven coursework; using case study methods, teacher research, performance assessments and portfolio evaluation to apply learning to real problems of practices; and engaging in inquiries or research concerning teaching in the programme. Most of these features are related to the idea of action research or the lesson study approach to teaching. The use of action research or lesson study in teacher preparation could create strategies for equipping teachers with an inquiry lens and enhancing their professional competency.Action research is a form of self-reflective enquiry undertaken by participants in educational situations in order to improve the rationality and justice of their own educational practices, their understanding of these practices and the situations in which the practices are carried out (Kemmis, 1988). The study of involving teachers in collaborative action research into their own practices can be traced back to John Elliotts (1976) research work. As part of the action research process, teachers are expected to learn cooperatively and become reflective practitioners (Schon, 1983) by practising theories postulated from others. Research shows that incorporating action research approaches into initial teacher education programmes could encourage critical reflection on their beliefs and conceptions about the role of teachers, teaching and learning, therefore educates reflective teachers to deal with the complexity

of practice Action research helps pre-service teachers to improve their professional growth and teaching efficacy (Zambo & Zambo, 2006), and todevelop skills of careful observation and reasoned analysis (Zeichner &Liston, 1987), but that adequate resources and supports need to be provided for the programme implementation. Some researchers felt that prospective teachers should be given appropriate support to undertake the research needed to acquire better learning skills to help them to develop an inquiry-oriented perspective on teaching (Clift, Veal, Johnson, & Holland, 1990; Cochran-Smith, 1991). Providing appropriate clinical support to pre-service teachers undertaking action research is an essential part of helping them to develop a perspective on teaching. Although action research has been shown to be effective as a means of enhancing teachersprofessional development, its focus on improving educational practices (Kemmis, 1988) has been criticised as vague. The emerging lesson studyapproach was influenced by the book The Teaching Gap written by James Stigler and James Hiebert (1999). Lesson Study has adopted the mechanism of action research, but has shifted the focus to student learning (Wiburg & Brown, 2007).Lesson Study can be defined as action research conducted by teachers, inwhich they work collaboratively to reflect on their lessons and improve their teaching. Lesson Study has a long history in Japan (Yoshida, 1999; Watanabe, 2002) and spread rapidly throughout the United States following the publication of The Teaching Gap (Stigler & Hiebert, 1999). Stigler and Hiebert (1999) examined in great detail a large number of eighth-grade mathematics lessons in the U.S., Japan, and Germany. They found that in most Japanese lessons, teachers were better equipped to cater for students individual needs and to teach conceptual rather than procedural knowledge, compared to their U.S. counterparts. Their explanation for this difference was that while U.S. teachers work in isolation, all Japanese teachers have to engage in Lesson Study and meet regularly over a long period of time to work on one or more research lessons. Their findings sparked interest in Lesson Study among U.S. teachers, researchers and educational policymakers. The lesson study model in Japan essentially consists of four steps: Plan-Do-Check-Action (PDCA) (Sarkar & Matoba, 2005), whereas in the United States it developed as a design-based action research cycle which works on repeated cycles of design, enactment, analysis, and redesign of lesson study (Lewis et al, 2006). Recent years have seen a steady growth in lesson studies outside the United States in places such as Hong Kong, Singapore, Sweden, and Iran (Lewis, 2002; Fernandez, 2002; Lo, et al., 2005). More recently, some researchers have been interested in assessing the feasibility and effectiveness of introducing the lesson study approach in initial teacher education. Marble (2006) applies the lesson study approach to develop a critical lens through which pre-service teachers can view their practice. He reports that lesson study encourages practitioners to take a reflective and engaged approach to teaching, focus on student success in their classrooms and create knowledge for teaching.