CHAPTER ONE
INTRODUCTION
Background of the Study
Technical drawing deals with graphical representations of ideas. According to Gagne, and Briggs. (2009), technical drawing is a means of clearly and concisely communicating all of the information necessary to transform an idea or concept into a reality. Technical drawing often contains more than just a graphical representation of its subject. It also contains dimensions, notes and specifications. The Federal Government of Nigeria (FGN) in National Policy on Education (2004), made technical drawing as an elective subject offered at secondary school level but National Board for Technical Education (NBTE) [2004] stipulated that in technical colleges, technical drawing should be taught as a trade related course and should be taken by all students in engineering trade and construction trades except craft practice, this is due to the basic knowledge and skills it provides in engineering and construction courses. Therefore, technical drawing as a trade related course in technical college must be studied by all students in the technical related areas for an improved academic achievement. One of the objectives of technical drawing as contained in the handbook published by National Institute for Educational Development (NIED), (1997) is to solve practical and technological problems through the process of communication skills which are central to design and planning. It therefore becomes imperative that only competent teacher can teach technical drawing effectively. Competence is the ability to do something well. In the view of Hornby (2010), to be competent means that a person has the ability or power, to demonstrate knowledge, skills and attitudes that are sufficiently required to perform a given job or task. Nussel, Inglis and Wiersma (2006), explained that competency is a functional ability to apply to practical situation the essential principles and techniques of a particular subject matter or field. In this study, functional ability of teachers of technical drawing to demonstrate knowledge, skills and attitudes required in teaching technical drawing indicates competence. If on the other hand, one could not satisfactorily demonstrate knowledge, skills and attitudes required in the teaching, then the individual has a gap which shows lack of competence.
Technical drawing is taught by teachers who are trained in Colleges of Education (Technical), Polytechnics and Universities. Such teachers are trained in order to teach technical drawing competently among others. Products of Colleges of Education (Technical) and Polytechnics are referred to as non-graduate teachers while products of University are regarded as graduate teachers. Technical teachers from Universities and colleges of education that have undergone educational training are termed as qualified teachers (National Policy on Education, 2004). Teachers who are graduates of Universities without education background are regarded as unqualified teachers.
The term Management is a general concept that is widely used every day and everywhere. Management can be defined as the act of coordinating the efforts of people to accomplish desired goals and objectives using available resources efficiently and effectively. Management in this context comprises lesson planning, class control, effective communication of content, and time management. According to Mary Parker Follett (1933) Management is the process of getting things done through people. Also F.W. Taylor (1915)defined Management as the art of knowing what you want to do and then seeing that they do it in the best and the cheapest may. Management remain a major tool in determining organizational effectiveness and sustainability.
Technical drawing, also known as drafting or draughting, is the act and discipline of composing drawings that visually communicate how something functions or is to be constructed. Technical drawing is essential for communicating ideas in industry and engineering. To make the drawings easier to understand, people use familiar symbols, perspectives, units of measurement, notation systems, visual styles, and page layout. Together, such conventions constitute a visual language, and help to ensure that the drawing is unambiguous and relatively easy to understand. These drafting conventions are condensed into internationally accepted standards and specifications that transcend the barrier of language making technical drawings a universal means of communicating complex mechanical concepts. This need for precise communication in the preparation of a functional document distinguishes technical drawing from the expressive drawing of the visual arts. Artistic drawings are subjectively interpreted; their meanings are multiply determined. Technical drawings are understood to have one intended meaning.
Nevertheless, this study aimed at assessing the managerial skills required of technical teachers for effective teaching of technical drawing in secondary schools in Lagos state with special reference to some selected schools in Ikeja local education district.
Statement of Problem
The objective of teaching technical drawing in Secondary Schools include to equip students with the necessary knowledge that will aid them to be able to solve practical problems facing mankind through vocational skills, and to design and implement effectively.
However, this study tends to enquire into managerial skills required of technical teachers for effective teaching of technical drawing in secondary schools in Lagos state.
Purpose of the Study
The general purpose of this study is to identify the required Managerial Skills required of technical teachers for effective teaching of technical drawing in secondary schools in Lagos State. Specifically, the study seeks to:
1. identify the planning skills required of technical teachers for effective teaching of technical drawing in secondary schools.
2. identify the organizing skills required of technical teachers for effective teaching of technical drawing in secondary schools.
3. identify the communication skills required of technical teachers for effective teaching of technical drawing in secondary schools.
Significance of the Study
Significance of the Study to Students: This study will be of immense benefit to Senior Secondary Technical drawing students as it will help them in identifying the potentials in them and what is required of them to have quality education. Significance of the Study to Teachers: it will also be of great help to teachers as it will help them in delivering quality teaching techniques; and Significance of the Study to Government and Stakeholders in Education: The findings of this study will be beneficial to the Ministries of Education and Researchers; they can use the result of the study to organize training workshop and seminar for technical drawing teachers in order to update their skills and knowledge in technical drawing. The Ministries will also use the findings of the study to employ teachers’ i.e. using the findings as an interview schedule to select qualified technical drawing teachers for technical colleges. Nevertheless, the importance of this study is to enhance massive improvement in the teaching and learning of technical drawing in Nigerian secondary schools, so as to achieve better and sustainable outcome in the nearest future and to build an independent Nigerian citizen vis-à-vis effective ways of enhancing food security in the country through the knowledge of the course.
Research Questions
This research will provide answers to the following questions:
1. What are the planning skills required of technical teachers for effective teaching of technical drawing in secondary schools?
2. What are the organizing skills required of technical teachers for effective teaching of technical drawing in secondary schools?
3. What are the communications skills required of technical teachers for effective teaching of technical drawing in secondary schools?
Research Hypotheses
The following hypotheses will be tested at 0.05 level of significance:
Ho1: There is no significant difference in the mean response of more experienced and less experienced technical education lecturers on the planning skills required of technical teachers for effective teaching of technical drawing in secondary schools
Ho2: There is no significant difference in the mean response of more experienced and less experienced technical education lecturers on the organizing skills required of technical teachers for effective teaching of technical drawing in secondary schools
Ho3: There is no significant difference in the mean response of more experienced and less experienced technical education lecturers on the communication skills required of technical teachers for effective teaching of technical drawing in secondary schools.
Delimitations of the Study
The scope of this study does not extend beyond an investigation into the managerial skills required of technical teachers for effective teaching of technical drawing in secondary schools in Lagos State using Ikeja Local Government Area as a case study.