Effects of Insecurity on Teaching Practice Programme A Case Study of Sokoto, Kebbi and Zamfara States

Abstract

Insecurity connotes the state of being unsafe, fearful or terrorized. It can lead to the loss of lives and properties. This study adopted a survey design to examine the effects of insecurity on teaching practice programmes in Sokoto, Kebbi and Zamfara States. Three objectives with three corresponding research questions were raised for the study. The population of the study was 2,973 participants out of which 476 were selected. Multi-stage sampling technique was used for the study. A purposive sampling technique was used in the first stage to select the three Schools of Education from the three Colleges of Education in the three States. In the second stage, a convenient sampling technique was used to select NCE II students, and in stage three, a simple random sampling technique was used in selecting the participants. A 10-item questionnaire was adopted For the study. Descriptive and inferential statistics were employed for results presentations and Statistical Package for Social Science (SPSS) software 25 was used for the analysis of data. The findings revealed that the effects of insecurity significantly affect the teaching practice programme in Colleges of Education in Sokoto Kebbi and Zamfara States. The recommendations among others are that; the state government should provide enough security personnel (local vigilantes) to all the Colleges of Education and other educational institutions to protect lecturers, teaching practice students, and of course the students from insurgent attacks.