TEACHER PREPARATION AND QUALITY ASSURANCE IN PUBLIC PRIMARY SCHOOLS, SOUTHWEST, NIGERIA

Abstract

This study examines teacher preparation and quality assurance in public primary schools in Southwest, Nigeria, focusing on pre-service training, in-service professional development, and regulatory frameworks. Despite the critical role of primary education in national development, challenges such as inadequate teacher training, inconsistent quality assurance mechanisms, and poor infrastructure persist, affecting educational outcomes. Using a descriptive survey design, data was collected from 2,231 teachers across six southwestern states in Nigeria through a validated questionnaire (Cronbach’s Alpha ≥ 0.70). Findings reveal a high level of teacher preparation (weighted mean = 2.97), with most teachers possessing the required qualifications (mean = 3.30) and participating in professional development (mean = 3.06). However, inconsistencies in training regularity (mean = 2.60) and systemic barriers like resource shortages hinder optimal quality assurance in public primary schools. The study concludes that while teacher preparedness is high, holistic improvements in infrastructure, leadership, and stakeholder engagement are essential for sustained educational quality. Recommendations include targeted teacher support programs, relevant and regular professional training and development programmes, enhanced school leadership trainings, adequate and relevant instructional materials, proper incentives and good working conditions to ensure efficient and optimal service delivery on the part of teachers towards improving, sustaining and assuring quality in public primary schools in southwest Nigeria.