Innovative Teaching as Predictor of Teachers’ Job Effectiveness in Public Secondary Schools in Imo State

In this study, the researcher investigated innovative teaching as predictor of teachers’ job effectiveness in public secondary schools in Imo State. The descriptive survey research design was adopted for the study. Two research questions and two hypotheses guided the study. The population of the study consisted of 5,258 teachers in the study area while the sample size which was obtained through proportionate random sampling comprised 576 teachers. The instrument that was used to collect data was a 15-item questionnaire titled “Innovative Teaching as Predictor of Teachers’ Job Effectiveness in Public Secondary Schools in Imo State (ITPTJESSIM). The instrument was validated by three experts, two from the Department of Educational Management and Policy and one from the Department of Educational Foundation, all in the Faculty of Education, Nnamdi Azikiwe University, Awka. The instrument was divided into two clusters. Cluster A dealt with the influence of innovative teaching and teachers’ new method of teaching while cluster B was concerned with innovative teaching and teachers’ additional input to their job. The reliability of the instrument was obtained through Cronbach Alpha and it generated an average of 0.88 which was considered high enough for the study. Mean and standard deviation were used to answer the research questions and test the hypotheses at 0.05 level of significance. The finding of the study among others was that innovative teaching does not seem to be taking place in public secondary schools in the study area. It was therefore recommended among others that seminars be organized for teachers in the study area on the need for innovative teaching.