TEACHER ENGAGEMENT IN PARTNERSHIP AND COLLABORATIVE PROGRAMMES: REFORMATION FOR PEDAGOGY RE-EVALUATION IN 21ST CENTURY PRACTICES IN SOUTHERN NIGERIAN SCHOOLS

Abstract

The call for quality and ethical professional practices in marketplace industries has become a growing concern, particularly within Nigerian schools. Ensuring that educators and staff conduct their daily operations professionally remains a significant challenge in many school systems. However, schools that adopt the Partnership or Collaboration Approach (PCA) to task delivery have demonstrated notable improvements in professional conduct and institutional ethos through the implementation of shared knowledge and cooperative engagement. This study examines the principles of professional practice among school staff using the social constructivism and Vygosky- Activity Theory, which infused the PCA model and technique. A multi-stage design combining case-study and comparative studies of real-life school operations were employed. Using purposive and simple random sampling techniques, 78 staff members participated in the study. Three research objectives and questions guided the investigation, utilising a self-designed 4-point Likert-scale questionnaire containing six modules with sixty items. Face and content validity were established, and internal consistency was confirmed with a Cronbach’s Alpha coefficient of 0.76. Data were collected through interviews, focus group discussions, and practical procedural engagements. The findings revealed that PCA significantly enhanced task delivery, strengthened social connections, and promoted ethical work practices among staff. However, sustaining mastery of these procedures remains essential for long-term improvement. The study recommends integrating the PCA model into school structures and curricula to promote continuous professional growth, ethical standards, and collaborative efficiency among educators and other staff members.