2.0  Introduction.

Tsana (1988) cited in Oyekan (2012) buttressed that the quality of human development process borders mainly on the quality of education and effective teaching that goes in the educational system. For sometimes now, the public is increasingly inquisitive and bothered about the school activities particularly the results and products of the school in terms of graduate they turn out yearly. The Stakeholders, Government, Communities, Proprietors, Employers, Parents and even the learners themselves have reasons to worry about the results and products of schools.

            An educational system that is worth its salt is one which emphasizes teaching effectiveness, quality, relevance and equity, with the products of such educational system being adequately equipped with the necessary knowledge, skills and competences required to function effectively in the competitive world and to face the reality of life.

One of the primary concerns of teaching effectiveness is the question of what constitutes teaching effectiveness in the educational system. Chang (1996) noted that it is a concept often used by the school management on improvement and often confused with school efficiency which is the capacity of school to maximize its functions and the degree of which a school can perform its functions given a fixed amount of school input. Related to this but further more focused in the view that growth in student achievement in the most appropriate criterion for assessing teaching effectiveness.

Oladoson (2014) distinguished between teaching effectiveness, teaching competence and teaching performance according to him, effectiveness is seen as a matter of the degree of which a teacher achieve desired effect on students. Teaching performance to him is the way in which teacher behaves in the process of teaching while competence is the extent at which teacher possess the knowledge and skills defined as necessary or desirable qualification to teach.

Akinloye (2013) claimed that general education of the learner within the educational system could be attributed to the learner, the teacher and the school administrator. The educational output of the students could be increased in terms of teachers’ effectiveness and the learning outcomes are an index the quality of implementing the curriculum by teachers in educational system.

Jaiyeoba and Atanda (2005) buttressed that quality is synonymous with standard, efficiency, excellence, relevance and worthiness. When this is applied to education at all levels, it is the success with which an institution provides educational environment which enables students to effectively achieve worthwhile learning goals including appropriate academic standard.

3.1 Concept of Teaching

Teaching is a process that facilitates learning. According to Gage (1964), teaching is the specialized application of knowledge, skills and attributes designed to provide unique services to meet the educational needs of the individual and of the society. The choice of learning activities whereby the goals of education are realized in the school is the responsibility of teaching profession.

Providing student with learning opportunities to meet the curriculum outcomes, teaching emphasizes the development of values and guides students in their social relationship. Teaching as been a process of attending to people needs experiences and feelings, and making specific interventions to help them learn particular things. In much modern usage, the words ”teaching” and “teacher” are wrapped up with schooling and schools. One way of approaching the meaning of teaching is to look at what those called teachers’ do and to draw out key qualities or activities that set them apart from others.

To make sense of this, it is worth turning to what philosophers of education say. Interestingly, the meaning of teaching hasn’t been a hotbed of activities in recent years in educational system. A lot of attention has been given to what is good great of effective ‘teaching’, and not much affect what they actually do in the classroom.

Donald (1976), makes two very important points, for him teaching should involve:

·         Setting out with the intention of someone learning something;

·         Considering people’s feelings, experiences and needs. Teaching is only teaching if people can take on what is taught.

      This can be wave into definition by saying teaching is the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular things.