Parent Teacher Association Research Articles

Does Mobile Instant Messaging (MIM) affect power redistribution? Evidence from a Malaysian school management organization

Mobile Instant Messaging (MIM) applications, such as WhatsApp and Telegram, are widely used by organizations in Malaysia for communication, information sharing, and decision-making due to their attractive and user-friendly features. However, most of the previous research on MIM has focused on usage, overlooking its impact on power distribution within organizations. As a result, the profound effect of MIM on power relations can take organizations by surprise. This study aims to fill this gap by exploring the impact of MIM on power relations in an organization. A case study was conducted on the use of MIM for work management in a primary school. Interviews were conducted with teachers, the District Education Officer, and members of the Parents-Teachers Association. The study found that MIM usage for work management expands the user's personal power and authority in the organization. Members reported feeling more control over work-related issues, and MIM usage blurred traditional organizational boundaries. The analysis yielded three key elements: building connections, blurring boundaries, and expanding authority/personal control. The study's findings are presented as an extended model.

Parental Involvement in the Educational Process as a Potential Factor in Tachers’ Experience of Work Stress

For teachers, working with parents can represent an important source of work stress. The study involved 248 Slovenian primary school teachers, who completed a questionnaire consisting of scales on perceived stress and job satisfaction and a questionnaire on cooperation with parents. The results showed that teachers are satisfied with their job, although they do associate it with high levels of stress. Among the different forms of engagement with parents, the most stressful was the presence of parents during the educational process and parent-teacher association meetings. Teachers also perceive high levels of stress when parents interfere in and control their work.

Factors Affecting Implementation of Summer Institute of Linguistics (SIL), Ethiopia Project on Children Learning in Benishangul Mother Tongue as A Medium of Instruction: The Case of Assosa Zone

The purpose of this study was to establish the factors affecting the implementation of SIL, Ethiopia project on children learning in Benishangul mother tongue language as a medium of instruction at primary schools in Assosa zone. The target population of this study included school leaders, students, parent teacher association, mother tongue teachers and experts of pilot schools and Woreda of SIL, Ethiopia project including regional education bureau. The total population in the study was 1,594. A descriptive research design was adopted. Data was analyzed qualitatively through content analysis. Quantitative data was first coded then analyzed using Statistical Package for Social Sciences (SPSS). The study revealed that factors such as training, language policy and strategy, human, financial and materials resources, involvement and attitudes of stakeholders towards mother tongue education were affect the implementation of SIL, Ethiopia project on the Children learning in Benishangul mother tongue languageas a medium of instruction in Assosa Zone. Based on the finding this study recommended that especial attention should be given for teachers in provide in service training to build their capacity for effective implementation of SIL, Ethiopia project on mother tongue education. Keywords: Mother tongue, Implementation, SIL DOI: 10.7176/JLLL/94-01 Publication date: December 31 st 2022

Role of parent’s teachers association in enhancing discipline in secondary schools in Makeni City, Northern Sierra Leone

Despite the Government effort of ensuring community direct involvement and ownership of development projects in their locality such as education, the extent of parents input in students discipline through the Parent Teachers Association (PTA) remains obscure in many secondary schools. This study was to determine the role of Parents Teachers Association (PTA) in enhancing discipline in Public Secondary Schools in Makeni City, Northern Sierra Leone. The study was guided by four research questions that investigated the following aspects: The activities of PTA in enhancing students‟ discipline, the extent to which PTA role enhances discipline, the challenges facing PTA in students discipline management and suggestions on how the PTA can be more effective in enhancing discipline. The study employed both quantitative and qualitative research methodologies with a cross-sectional survey and phenomenological design. The target population consisted of 4 Government assisted public secondary schools, principals, discipline masters, PTA members, class teachers, and all students of the 4 public secondary schools in Makeni City. The sample size consisted of 4 principals, 4 discipline masters, 36 class teachers, 36 PTA members and 160 students. Data was collected by use of interview guides, questionnaires, and document analysis guide, which were personally administered by the researcher. Quantitative data was analyzed in frequencies and percentages using SPSS version 20, while qualitative data was organized into themes and analyzed descriptively. Conclusions and recommendations were made based on the findings there of.

Parental Involvement in Monitoring Students’ Academic Performance

The present study was undertaken to determine the level of parental involvement in monitoring the academic performance of students at the senior high level within Kassena Nankana Municipality in the upper East Region of Ghana. Three research questions were formulated for the study. Purposive and random sampling technique were adopted for sampling the participants for the study. Participants of the study included 50 parents, 100 teachers and 100 students. Self-developed questionnaire was used for collecting data from the sampled parents, teachers and students. Cronbach alpha was used to determine the reliability of the items. Data collected from the participants were analyzed using descriptive statistics (percentage, mean and standard deviation) and inferential statistics (ANOVA). The results of the study proved that the level at which parents participate in monitoring the academic performance of students at the senior high school is very low within the municipality. The results of the study also indicated that poverty, low level of education, single parenting, work load of parents, negative attitude of teachers and parents toward each other and large family size are the major barriers of parental involvement in monitoring students’ academic performance. It was recommended that parents should spend enough time with children at home and discuss with them about their academic performance, Parents should communicate frequently with teachers in order to know the academic performance of their children, Management of senior high schools within the municipality should discuss with parents on the importance of parental involvement in education and Parents-Teachers Association meetings should be organized frequently at least once every semester since it is one of the best means through which teachers can get access to parents and interact with them.

Seven habits of highly effective people among school leaders in Riau Islands, Indonesia

School leaders play an important role in leading schools effectively in order to improve the quality of students and teachers, schools performances and to raise the standard of education in the country. This study was conducted to explore the practices of seven habits of highly effective people among school leaders in Riau Islands, Indonesia. This study used a qualitative methodology with a case study design. The key subjects were four school leaders of secondary schools in Riau Islands, Indonesia. There were also four groups of schools informants comprising a senior assistant, teacher, school staff, student and chairman of the Parent Teachers Association from each school of the selected school leaders. Data was collected through interviews, observations and analysis of relevant documents and reports and analyzed through several stages of coding, categorizing, cross-case analysis and interpretation using N-VIVO12. The findings of the study showed that the school leaders practiced seven habits of highly effective people (Covey, 1989).

Perceived Barriers to Digitising School-Based Obesity Intervention: An Exploratory Study.

BackgroundSchools serve as a focal point in which to engage students and school communities, including teachers, parents and other healthcare providers (e.g. nutritionists), in implementing obesity interventions. Bringing them together is beneficial to ensuring healthy eating among schoolchildren and to creating healthy school environments. However, there are barriers and success factors related to the implementation of such an intervention. Therefore, this study aimed to explore the barriers and success factors to school-based obesity interventions to improve obesity implementation.MethodsAn exploratory case study with multiple units of analysis was conducted, including interviews, document analyses and a survey. The interview sessions involved six participants, including teachers and nutritionists. The survey was conducted among 121 participants involving 30 teachers, 78 parents and 13 school canteen operators. Pattern-matching techniques were employed to formulate the results.ResultsThe barriers consisted of the school system, parental awareness, staff availability, and children’s compliance. The success factors included the teachers’ role, the nutritional approach used, compliance with the healthy school canteen guidelines, and strong collaboration with the Parent-Teacher Association (PTA) and other agencies.ConclusionIt is necessary to digitise an obesity intervention module with some improvements, including strengthening the broader school community’s role and integrating nutrition education with technology to improve implementation.

Parental Involvement and Pupils’ Academic Performance in English Language

This cross sectional survey investigated the extent to which parental provision of required text and work books, expression of concern towards academic work, support with homework and level of literacy influenced pupil’s academic performance in English language in Tubah Sub-Division, North-West Region of Cameroon. The target population of this study consisted of the 631 class six pupils and their respective parents in the 20 state-approved primary schools within Bambili and Bambui in Tubah Sub-Division. Data were obtained from a sample of 80 parents of pupils of four primary schools obtained through purposive and simple random sampling techniques. The pupils’ scores in English language were used to compare with respective parental responses. The Chi Square test (χ2) was used to verify the hypotheses given that data were non parametric. The findings showed that a significant relationship exists between parental involvement and pupils’ academic performance in English language. It showed that the more parents provided the required text books (χ2=6.401; P=0.011), assist their children directly or indirectly in the completion of their homework (χ2 test P<0.001) and express concern towards their academic progress (493.84, P<0.001), the higher their academic performance. It was also found that illiteracy is not a limitation to parental involvement in pupils’ academic work (χ2=0.001; P=0.970). Significant recommendations were made from the findings. Parents should be proactive towards their pupils’ academic work, provide recommended text and workbooks, verify their books constantly, offer assistance in the completion of homework, attend parent-teacher association meetings and maintain contact with school to monitor pupils’ progress. Teachers and school authorities should encourage parents to set attainable standards for their children, reinforce their commendable achievements, encourage the use of English language at home, and regulate and monitor study time at home. The findings are meaningful within the theories of Lev Vygotsky (1978), Gonzalez-Pienda et al. (2002), Fan and Chen (2001) and Van Voorhis (2003).

Educational Management in the Contemporary World: The Case of Boarding Schools in China

Since time immemorial, understanding educational management in the contemporary world has entailed adopting various aspects in the educational sector. We can exploit one of its topics through academic leadership, thus evaluating boarding schools as an entity. Therefore, by studying boarding schools, we establish our understanding by comparing boarding and day schools, where we analyse the changes in the educational sectors achieved through contrast. More that, we evaluate how the Parents Teachers Association works towards the benefits of the student in these schools. Furthermore, we consider the policies put in place by the government to establish appropriate how they relate towards promoting boarding schools and how differently they impact students' surroundings. Moreover, data collection included using statistical measures whereby various authors effectively used correlation, thus deducing some statistical analysis. Conclusively, the essay contains explicit content indicating how information was established efficiently, thus elaborating its relationship in the preceding article.

Collective co-production in English public services: the case of voluntary action in primary education

In this article we explore the extent and distribution of collective co-production across the single policy area of primary education in England. While much attention has been paid to the virtue of co-production, often drawing on particular, single, case studies, there is less literature exploring the wider impacts. However, ongoing marketisation, fiscal pressures and increased competition in education have led school leaders to turn to co-production as one mechanism for survival, while recognition of some of the potential benefits has led to a surge in efforts to implement co-productive activities. Focusing on collective co-production efforts, this article explores voluntary income data from more than 300 primary schools and their respective Parent Teacher Associations, supported by 70 questionnaires looking at volunteer contributions, which were completed by headteachers, and ten in-depth interviews with headteachers. Our data reveal three significant findings: the extent of collective co-production in primary education is increasing; this activity is driven by fiscal challenges, resulting in schools feeling coerced into co-production, which has wider implications; and this is resulting in increasing inequalities. We conclude with a discussion about what this means for the wider policy agenda.

PARENTING STYLES: A SPRINGBOARD IN REALIZING IMPROVED ACADEMIC PERFORMANCE OF STUDENTS IN GHANAIAN CLASSROOMS

While substantial literature exists on the parenting styles and students’ academic performance around the world, little is known about these variables in the Ghanaian context and much less in Asokore-Mampong Municipality. In view of this dearth of literature, this study investigated the parenting styles and academic performance of public Junior High Schools students in Asokore-Mampong Municipality, Ghana, within the context of Baumrind’s (1971) theory on parenting styles. In line with the pragmatist paradigm, this study utilized the sequential explanatory mixed methods research design where 545 students and 545 parents were sampled using a proportionate stratified random sampling technique for the quantitative phase of the study, while the convenience sampling technique was used to select 12 students and 12 parents for the qualitative phase of the study. After meeting validity and reliability requirements, a structured questionnaire and semi-structured interview guide were used to collect data for the study which was analyzed using descriptive statistics such as mean, standard deviation and inferential (independent samples t-test, One-way between group ANOVA, Pearson Moment Correlation) statistics and thematic analysis. The study revealed that the authoritative parenting style was most experienced among the students, followed by authoritarian, and permissive while the uninvolved parenting style was least experienced. It was further observed that generally, there was a moderate and statistically significant positive relationship between parenting styles and students’ academic performance. Besides, findings from the study’s hypotheses showed that sex, age, class, and parental marital status of students did not affect their perception of parenting styles they experienced. In line with these findings, it was concluded that parenting styles are vital in enhancing students’ academic performance, hence, it was recommended that the Ghana Education Service through the Asokore-Mampong Education Directorate and Parents Teachers Association (PTA) should constantly educate parents, reorient them to adopt appropriate parenting styles that are needed in specific situations so as to enhance the academic performance of students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0966/a.php" alt="Hit counter" /></p>

COLLECTIVE LEADERSHIP: ITS RELATIONS TO TEACHERS' EFFICACY UNDER THE NEW NORMAL OF EDUCATION

This study on the extent of collective leadership and its relations to the teachers? efficacy under the new normal education utilized the descriptive research type in gathering and treating the data from 287 Junior High School Teachers in Cluster 5, Division of Laguna in order to address the extent of employing collective leadership by the school heads in terms of trust, shared power, effective communication, accountability, shared learning, building strengths, and internal motivation; the level of teachers? efficacy under the new normal education in terms of persistence, enthusiasm, commitment, instructional behavior, students achievement, and self- efficacy beliefs; and employing collective leadership and its significant effect to the teachers? efficacy under the new normal education. Using one set of researcher-made questionnaire, the cluster sampling method determined the responses of 289 Junior High School Teachers in Cluster 5, Division of Laguna who served as the respondents of the study from the total population of 3, 056 JHS teachers. The data gathered were carefully analyzed using weighted mean, standard deviation and pearson r correlation. Collective leadership has relations to teachers? efficacy, primarily on how it affects teachers? motivation and improve working conditions. Teachers tend to perform better if they get involved in school decisions. Teachers? efficacy improves when they experience collective leadership. Thus, the null hypothesis was rejected. The following recommendations were offered. School administrators/ school heads may enhance and/ or maintain the practice of collective leadership by involving teachers on decision making. Annual training / seminar is recommended to enhance the teachers? efficacy. It can be online or face-to-face seminar depending on the alert level in the area. Topics to be discussed can be easily identified when teachers involved in the process. Teachers must be aware to the roles and responsibilities of a principal and teachers themselves to understand and appreciate actions regarding school matters. The Department of Education may implement online seminars to improve the teaching pedagogies enhancement of ICT integration to the teaching- learning process that will help teachers on the conduct of online class. School leaders may ask help from the different stakeholders including General Parents-Teachers Association and School Governing Council to attain the goals of the organization. Parents will be enlightened on how to contribute meaningfully for the success of the school. Encourage potential school administrators and teachers to undergo further graduate study for continuous professional growth that will help them become effective school administrators. School administrators may consider the result of this study to have a baseline data toward the development of rules and regulations regarding leadership practices that will affect teachers? efficacy to deliver quality education.

TEACHER RELATED FACTORS AND ENROLMENT OF STUDENTS IN AGRICULTURE IN SECONDARY SCHOOLS IN KENYA

Agriculture is one of the optional subjects done in secondary schools in Kenya. This suggests that students enrolment in the subject is influenced by a number of factors. This study aimed to establish teacher related factors influencing enrolment in agriculture in secondary schools in Kakamega North Sub-county, Kakamega County, Kenya. The study which was anchored on Behaviorism learning theory and Connectivism learning theory adopted correlational research design and descriptive survey design. The population for the study consisted of school principals, school career masters, agriculture teachers, form three students and Parents. Purposive and stratified random sampling was used to select twenty (20) schools, twenty (20) Principals, twenty (20) career masters, twenty (20) agriculture teachers, 300 form 3 students and twenty (20) Parents Teachers Association (PTA) members. Data from the respondents was collected using questionnaires and interview schedules, while observing the necessary ethical considerations. Data collected was analyzed using Statistical Packages for Social Sciences (SPSS) for windows version 25. Qualitative data was analyzed thematically and findings presented. The study established that teaching approach (63.6%) was major teacher related factor influencing enrolment of students in agriculture. The Chi-square test of independence [ꭕ2 (36, N=7) = 42.00, p = .007], at p≤0.05 level of precision, indicated that there is a statistically significant relationship between teacher related factors and enrolment of students in agriculture. The study therefore recommended that agriculture teachers should employ right instructional approaches in teaching and learning of agriculture to inspire more students to pursue agriculture related careers.

Tracking professional conduct of graduates of Federal College of Education, Yola, Nigeria between 2000 and 2010

INTRODUCTION: The fundamental obligations of Colleges of Education is to breed fleet of teachers that are employed in primary and Junior Secondary Education levels to impart knowledge, moral and societal values for better change and stability, hence the need for institutions to have regular feedbacks from the adjoining societies so as to breed developmental policies and planning to ascertain development. PURPOSE: The study’s purpose was to survey the students’ experiences shortly after completing their NCE and to examine the impact of their academic training, social engagement and inter-personal relationship while they were at the College on their present professional conduct. METHOD: A multi-faceted methodological approach was engaged in this study. This made room for a wide range of data collection. Robust discourse questionnaires and interviews were employed. RESULTS: The results showed 35% of the graduates have gone for further studies, 58.2% still with NCE and 6.1% are currently pursuing additional qualification. Most of the alumni are fully engaged in teaching either at Primary or Secondary school levels for permanent and pensionable appointments and only a few are engaged by Parent Teacher Association (PTA). It also revealed that collection of statement of results after graduation was very difficult and that graduates’ relationship with staff and others was very pleasant. The training received from the college was also found to be impressive by most graduates. CONCLUSION: The study recommended that there should be room for quality in the teaching/learning environment and that lecturers should make maximum impact on the would-be teachers as they go through learning in the College.

A comparative assessment of secondary school students' satisfaction with ICT studies: Implications for managing secondary school education for global competitiveness in post COVID-19 era

Technological advancement has ushered Computer studies which is also regarded as Information and Communication Technology (ICT) instruction into educational curriculum. The aim of ICT studies in secondary school system is to equip every student with the prerequisite skills and competence to function effectively in the contemporary society that is characterized by emerging technologies. Therefore, the main objective of this research was to assess students’ satisfaction with ICT instruction in secondary schools in Calabar Metropolis, Cross River State, Nigeria. Three research hypotheses were formulated to give direction to the study. The study sample was 5245 students drawn from the population of Senior Secondary (SS) 2 and Senior Secondary (SS) 3 classes across public and private schools in 2019/2020 academic session. A survey research design was adopted for the study. The instrument for data collection was a questionnaire entitled "Secondary School Students' Satisfaction with Computer Studies Questionnaire (SSSSCSQ)". The data collected were analyzed using population t-test and independent t-test. The major findings indicated that secondary school students' satisfaction with ICT instruction was not significantly differ with respect to school ownership, gender and school location. It was recommended among others that the Government at various levels, Non-Governmental Organizations (NGOs) as well as Parents Teachers Association (PTA) should improve in their efforts towards provision of both hardware and software ICT facilities to sustain blended pedagogy in Post Covid-19 era.

The Use of Audio-Visual Materials in Teaching and Learning Process in Effia Junior High Schools

This study aims to find out the use of audio-visual materials at the Junior High School level. Despite the fact that the use of audio-visual materials is a proper current technological tool to motivate students, it prevails a set of challenges in the availability of audio-visual materials in Effia public Junior High Schools. The study seeks to provide information on the existing situation about the availability and use of Audio-visual materials in teaching students in Junior High Schools in Effia, in Effia Kwesimintsim Municipal Assembly. This study used qualitative approach, and censused all the nine public Junior High schools in Effia with ten students and one teacher randomly selected from each public JHS in Effia to form a sample size of 99 respondents for the study. Despite the significant role played by the use of audio-visual materials in the Ghanaian educational system. The findings revealed that although the students in the nine public JHS in Effia are not taught using Audio-Visual materials by their teachers, they still have the desire to be taught using those materials and this was affirmed with a significant majority of the students saying they desired to be taught with Audio-Visual materials in their various classrooms experience. The research recommended that Audio-Visual materials should be made available by Stakeholders in the educational sector such as; the Parent Teacher Association (P.T.A), the municipal assembly, the ministry of education, the Ghana Education Service, individual philanthropists, and non-governmental organizations.

이승만 정권기 ‘유상’ 의무교육의 모순과 교육세법 제정 과정

After the liberation, the high enthusiasm for education led to the mandatory and expansion of elementary education. However, the Rhee Syngman government failed to raise the cost of operating compulsory education free of charge, and the procurement of education expenses was handed over to parents in the name of collections in the PTA(parent-teacher association). The Department of Education tried to enact the Education Tax Act to raise funds to resolve the contradiction of “paid” compulsory education. However, the enactment of the Education Tax Act continued to be withheld as no agreement was reached between the relevant Departments within the administration. In this situation, the driving force behind the establishment of the Education Tax Act came from the Liberal Party. The Liberal Party, which promiconsed to improve the treatment of civil servants, including teachers, as a pledge for the 1958 general election, promoted the enactment of the Education Tax Act as part of a way to raise funds to fulfill its pledge. However, the enactment of the Education Tax Act, which initially had a strong nature of a pledge policy for the general election, proceeded very hastily, and the other opinions except the Liberal Party''s were excluded in the legislative process. The hastily legislative process contributed to the defects revealed in the subsequent enforcement of the Education Tax Act.

Stakeholders’ Attitudes, Challenges Met and Perceived Institutional Practices on the Continuing Programs Accreditation of Jhcsc System

The call for globalization and standardization of HEIs in the country has been the befitting cause for quality assurance. To survive the battle, SUCs, specifically have to subject themselves to the challenges and opportunities of accreditation. This study was conducted to determine the stakeholders’ attitudes, challenges met and perceived institutional practices on the continuing programs accreditation of J.H. Cerilles State College. The study utilized the descriptive-correlational method with the questionnaire-checklist as the main instrument in gathering the needed data from the 335 respondents chosen purposively, to include: administrators, faculty, staff, students, and external stakeholders. The study revealed that the respondents had a high extent of involvement in the accreditation of JHCSC. Organizing the Parent-Teacher Association (PTA) well to support the institution’s efforts was their best practice. School personnel possessed positive and desirable attitudes toward accreditation. Likewise, preparation of documents and administrative support and facilities were the much serious challenges encountered by taskforce members. Moreover, the respondents’ attitude and their extent of involvement toward the continuing programs accreditation of the college is significantly correlated while an insignificant difference existed on the attitudes among the five groups of respondents. Thus, it is highly recommended that the administration and other stakeholders give full financial and manpower support for the institution’s accreditation endeavor. KEYWORDS: Quality Assurance, Accreditation, Institutional Practices, Challenges, Attitudes, JHCSC, descriptive-correlational design, Philippines

Assessment of Budgeting Literacy Affect on Provision of Physical Resources in Public Secondary Schools in Buuri Sub-county

Budgeting refers to how business funds are managed effectively. Budgeting literacy is essential for proper management of school finances and hence provision of physical facilities. Thus, the current research seeks to find out the influence of budgeting literacy on physical resources in public secondary schools in Buuri Sub-County. The study was guided by institutional theory. This study was based on a descriptive research design. The study used a sample of 102 respondents comprising of 34 principals, 34 chairpersons of Parent-Teacher Association (PTA) and 34 chairpersons of Boards of Management (BOM) from 34 public secondary schools in Buuri Sub-county. The study employed two sets of questionnaires (one for principals and the other for the PTA and BOM chairpersons) as data collection instruments. Descriptive analysis was used to analyze quantitative data while thematic approach was used to analyze qualitative data. Tables and figures were used to present quantitative data while narratives were used to present qualitative data. The study concluded that literacy in various budgeting aspects like constant reviewing of the budget, needs analysis, planning, accountability, evaluation and monitoring of the budget implementation and clear school policy on management of financial resources enhances provision of physical resources in schools.

Educational services and socio-economic status of internally displaced persons in Maiduguri, Nigeria: Implications for sociology of education

INTRODUCTION: The fundamental obligations of Colleges of Education is to breed fleet of teachers that are employed in primary and Junior Secondary Education levels to impart knowledge, moral and societal values for better change and stability, hence the need for institutions to have regular feedbacks from the adjoining societies so as to breed developmental policies and planning to ascertain development. PURPOSE: The study’s purpose was to survey the students’ experiences shortly after completing their NCE and to examine the impact of their academic training, social engagement and inter-personal relationship while they were at the College on their present professional conduct. METHOD: A multi-faceted methodological approach was engaged in this study. This made room for a wide range of data collection. Robust discourse questionnaires and interviews were employed. RESULTS: The results showed 35% of the graduates have gone for further studies, 58.2% still with NCE and 6.1% are currently pursuing additional qualification. Most of the alumni are fully engaged in teaching either at Primary or Secondary school levels for permanent and pensionable appointments and only a few are engaged by Parent Teacher Association (PTA). It also revealed that collection of statement of results after graduation was very difficult and that graduates’ relationship with staff and others was very pleasant. The training received from the college was also found to be impressive by most graduates. CONCLUSION: The study recommended that there should be room for quality in the teaching/learning environment and that lecturers should make maximum impact on the would-be teachers as they go through learning in the College.