Team Teaching and Effective Instructional Delivery among Teaching Staff of Faculties of Education in Rivers State Owned Universities

Abstract

This study investigated Team teaching and effective instructional delivery among teaching staff of Faculties of Education in Rivers State owned universities. Three research questions and three null hypotheses were formulated to guide the study. The population of the study is 2195 teaching staff of Faculties of Rivers State University and Ignatius Ajuru University of Education. The study adopted a simple prediction research design. The sample size was 400 and Taro Yamane minimum sample formula was used in determining the sample. The instruments used were Team Teaching Questionnaire (TTQ) with 15 items and Effective Instructional Delivery among Teaching Staff Questionnaire (EIDTSQ) with 10 items. The instruments were subjected to face and content validation by 3 experts while the overall reliability coefficient of the instruments stood at 0.85 and 0.87 respectively. The reliability coefficient was determined using Cronbach alpha reliability method. Simple Linear Regression Statistics at .05 alpha level of significance. The result showed that one-teach-one-assist, parallel teaching and differentiated teaching predicted effective instructional delivery significantly. Consequently, it was recommended among others that, one-teach-one-assist should be use when one teacher has more expertise in the topic and when individual student needs more assistance in both universities, both institutions should address the question of operational support whenever it is considering parallel teaching because teachers are sometimes emotionally drained teaching diverse students and both institutions should support teachers’ utilization of differentiated teaching by motivating them in order to maximize teacher leadership.