Original article | International Journal of Educational Researchers 2018, Vol. 9(3) 9-16
Sofeme Reuben Jebson & Kamilu Olanrewaju Muraina
pp. 9 - 16 | Manu. Number: MANU-1807-18-0003
Published online: September 30, 2018 | Number of Views: 64 | Number of Download: 639
Teachers determine what ultimately happens to educational policies, to curriculum guidelines, the use to which teaching-learning materials are put and in fact the fate of a nation’s huge investments in education. This study therefore investigated the effects of motivational interviewing therapy and gender on teaching competence of secondary school teachers in Gombe State, Nigeria. Pretest-posttest, control group quasi-experimental design with a 2x2 factorial matrix was used in the study. Multi-stage sampling technique was used in sampling participants from 4 local government areas in the state. The respondents were measured with validated scale of 0.91 reliability coefficient and the data obtained was analyzed using t-test statistical analysis. Two (2) research hypotheses were formulated and tested at 0.05 level of significance. The results showed that there was significant difference in the teaching competence of secondary school teachers exposed to motivational interviewing therapy and those in the control group (t= 42.38; p<0.05) and there was no significant difference in the teaching competence of secondary school male and female teachers (t= .095; p>0.05). In view of these findings, the study recommended that educational stakeholders should intensify their effort to organize conferences on the implications of motivational interviewing therapy for effective interventions towards enhancing teaching competence of secondary school teachers.
Keywords: Motivational interviewing therapy, Gender, Teaching competence and secondary school teachers
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