Impact of Teacher Education on the Performance of Tertiary Institutions in Gombe State

Abstract

Teacher education is facing numerous constraints largely due to uneven access and inadequate resources to facilitate the realisation of its mandate. There are inadequate infrastructural and instructional materials with deficient curriculum coupled with insufficient budget allocation to invest in the education system with particular focus to teacher education. The objective of this paper is to examine the state of tertiary teacher education in Gombe State with a view to assess the impact of teacher education on the performance of tertiary institutions in the study area. To achieve this, cross-sectional research design using field surveys and interviews were adopted for the collection of quantitative & qualitative data. Thus, Likert type questionnaire was administered using stratified selection method to the 269 respondents, while KII (instrument) was administered to 18 purposively selected key informants. Descriptive statistics and inferential statistics was used to test the null hypothesis, and in answering research question. The results showed that the tertiary institutions were strictly guided by key regulatory bodies such as NUC, NCCE and NBTE, thus, impacting positively. It further suggests that the current policy reforms have significantly improved teacher education programmes in tertiary institutions in the study area. However, the following recommended were made: 1. Gombe State Government should initiate the implementation of the State Development Plan (2021-2030), 2. The NCCE should strengthen partnerships with relevant local and international donors in education for the developmental programmes of tertiary education in Nigeria.