Assessment of Competencies and Professional Knowledge Needed by Foods and Nutrition Teachers for Effective Implementation of the Catering Craft Practice Curriculum in Secondary Schools in Delta State, Nigeria

Abstract

The effective implementation of the Catering Craft Practice curriculum has been challenged by inadequate teacher competencies and professional knowledge in secondary schools. Addressing these gaps is essential for improving skill-based learning outcomes in Foods and Nutrition education. The study was conducted in Delta State using a descriptive survey and ex-post facto design. The population comprised 322 Foods and Nutrition and Home Economics teachers, with the entire population studied. Data were collected using a structured questionnaire validated by experts and tested for reliability (0.835). A total of 298 responses were analyzed using SPSS. Mean, standard deviation, t-test, and ANOVA were employed, with 2.50 as the decision benchmark at 0.05 significance level. The findings revealed that Foods and Nutrition teachers require a wide range of competencies for implementing the Catering Craft Practice curriculum, with all items having mean scores above 2.50 and a grand mean of 3.50 (SD = 0.50). Similarly, teachers were found to need strong professional knowledge, as all items also recorded mean scores above 2.50 with a grand mean of 3.50 (SD = 0.50). Furthermore, hypothesis testing showed no significant difference between rural and urban teachers’ competencies (t = 1.68, p = 0.09 > 0.05), and no significant difference based on teachers’ qualifications (F = 0.66, p = 0.52 > 0.05). This indicates that both location and qualification do not significantly influence teachers’ competencies and professional knowledge. In conclusion, effective implementation of the curriculum depends on teachers’ competencies and professional knowledge; therefore, continuous professional development and provision of adequate instructional facilities are essential.