Teacher’s Qualification and Dyslexia Identification in Primary Schools in Oyo State, Nigeria

Abstract

ABSTRACTThe study examined the relationship between teachers’ qualifications and dyslexia identification in primary schools in Oyo State, Nigeria. Data were collected through the use of a well-structured questionnaire – the Teacher Dyslexia Awareness Checklist – administered to 147 primary school teachers in the state. Data were analysed using descriptive statistics, Principal Component Analysis (PCA), ANOVA and correlation coefficient. Demographic characteristics of teachers reveal that more female than males are engaged in the teaching profession with majority holding a National Certificate of Education (NCE) with more than 20 years teaching experience. The PCA shows that the level of knowledge of dyslexia among the teachers is low, as only 31% were knowledgeable about dyslexia. Results further show that the relationship between teachers’ qualifications and teaching experiences is weak implying that teachers’ qualifications and teaching experience are independent of each other. Thus, teachers’ knowledge about dyslexia is not in relation to their qualification or teaching experiences. It is recommended that teachers undergo periodic in-service training on the manifestation and management practices for learning disabilities at least once a term and formal testing to assist them in identifying different types of psychological issues affecting pupils, as early identification of learning disabilities (such as dyslexia) is the best way to curtail their lifelong effects.