Teacher Effectiveness of Some Selected Secondary Schools’ Science, Technology, Engineering And Mathematics Subjects: Implication for Sustainable Development Using Science Education

Abstract

This study examined the teacher effectiveness of the selected STEM subjects’ teachers of physics, chemistry and biology at the
senior secondary school level in Ijebu North local area of Ogun state, Nigeria. All the fifty teachers delivering the selected STEM
subjects were observed using and adapted Teachers’ Effectiveness Observation Guide (r=0.7). The data collected were analysed
using descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects’ teachers
was relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categories
of teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEM
subjects’ teachers. The study discussed the implications of the findings for sustainable development using science education. It
recommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions,
particularly in the use of activity-based instructional materials for science teaching.