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Paper No.14
Teacher Education and Value Re-orientation for Socio-economic
Development in Nigeria: Implication to Guidance and Counselling

Being Paper Presented at 7th International Conference of Association of

Professional Counsellors in Nigeria (APROCON). 5TH -10TH , November, 2023,
Keffi, Nasarawa State, Nigeria.

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Abstract
This paper explored the significant role of teacher education and value re-orientation in
promoting socio-economic development in Nigeria and its implications to guidance and
counselling programs. The paper discusses the current challenges faced by the teacher education
system and proposed strategies for enhancing teacher education programs and fostering value re-
orientation among educators. The paper also highlighted the potential impacts of teacher
education initiatives on the overall socio-economic development in Nigeria and the counsellor’s
contributions.
Keywords: Teacher education, value re-orientation, socio-economic development, guidance and
counselling, Nigeria.

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Introduction

Education is the primary element that sets humans apart from animals and plays a crucial role in

shaping their lives. This is why every society offers education in some form to mold the younger

generation according to its desired customs. Similarly, education has been a part of human

civilization since its inception in Nigeria. Education also plays a critical role in driving socio-

economic development. In a country like Nigeria, which is striving to achieve sustainable growth

and overcome various socio-economic challenges, the importance of teacher education and value

re-orientation cannot be overstated. value refers to the importance, significance, worth, or

usefulness of an object, whether it is tangible like a stone or intangible like air. It is a concept

constructed by humans to evaluate the usefulness of education administration in Nigeria.

The progress of individuals, groups and societies depends on achieving desirable results.

Education is necessary for the creation, evolution, and improvement of societies. It is a

purposeful endeavor that has the ability to enhance the lives of both learners and those who

possess it. Valuable education is education that holds significance, strength, usefulness,

relevance, quality, significance, and appeal. It encompasses both knowledge and skills, making it

an essential component for the advancement of a nation.

Value re-orientation refers to the process of instilling positive values, attitudes, and behaviours in

individuals, with the goal of promoting social harmony, ethical behaviour, and overall

development. In the context of teacher education, value-orientation becomes crucial as teachers

play a significant role in shaping the values, attitudes, and behaviours of the younger generation.

A value-oriented curriculum can help address various socio-economic challenges like corruption,

indiscipline, social inequality, and underdevelopment. Research has shown that the quality of

teacher and their understanding of values greatly influence the learning outcomes and socio-

4
economic development of a country. Effective teacher education programs need to focus not only

on subject knowledge and teaching skills but also on developing teachers’ understanding and

embodiment of positive values. By equipping teachers with the right values and attitudes, they

can inspire and empower students to become responsible, ethical, and productive members of

society, contributing to socio-economic development.

Acknowledging the need for value re-orientation in Nigeria education implies recognizing that

the values that education is intended to impart to students are not being actualized in practice.

The values that were once prominent have changed, causing doubts and concerns. Therefore,

there is a necessity to re-evaluate and reinforce the value system of education at this stage. Re-

orientation aims to restore the efficacy of educational administration, focusing on values,

knowledge, and skills crucial for the progress of the nation.

Nevertheless, in today’s Nigerian society, these values have been severely undermined. This has

led to significant national challenges, including widespread exams malpractice, favoritism,

involvement in cult groups, excessive greed, corruption and bribery, dishonesty, violent crimes,

political assassinations, abductions, armed robbery and desperate pursuit of materialism such as

internet fraudsters, among other actions and inactions that hinder development.

This paper aims to explore the nexus between teacher education, value re-orientation, and socio-

economic development in Nigeria. By understanding the challenges faced by the Nigeria

education system and exploring potential solutions, this paper aims to contribute to the ongoing

discourse on enhancing educational practices for socio-economic progress. Nigeria has faced

numerous challenges over the years, resulting in a decline in the quality of education provided.

These challenges include inadequate funding, outdated curriculum, poor infrastructure, and a

lack of quality teachers. As a result, there has been a growing concern about the need to improve

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teacher education to ensure the development of a competent and effective teaching and effective

teaching workforce.

Teacher Education

Teacher education is a critical component of a nation’s development, empowering individuals

with the knowledge and skills required to contribute to society. In the Nigerian context, teacher

education not only equips educators with relevant pedagogical techniques but also fosters the

development of future leaders, innovators, and professionals. According to Mundy et’al (2016),

investing in crucial for sustainable development, as it ensures the availability of qualified

teachers who can deliver effective education to student. Furthermore, studies have shown that

teacher quality significantly impacts student’s academic performance and socio-economic

achievement (Nwagwu, 2014). Improved teacher education leads to better-trained teachers,

resulting in enhanced learning outcomes, critical thinking skills, and problem-solving abilities

among students. Consequently, these well-prepared students are equipped to drive socio-

economic development by becoming productive members of society.

Teacher education plays a crucial role in preparing educators to meet the diverse needs of

students and effectively facilitate learning. According to Okeke (2019) refers teacher education

is the process of preparing individuals to become effective educators. It encompasses both pre-

service and in-service training programs, focusing on developing pedagogical knowledge,

teaching skills, and professional competencies. Teacher education is essential for equipping

educators with the skills, and competencies necessary to deliver quality education. It helps

teachers understand pedagogies theories, instructional strategies, and classroom management

techniques (Smith, 2018). Additionally, teacher education programs enhance teacher’s ability to

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create inclusive and engaging learning environments (Johnson, 2019). Teacher education can be

explored into various components:

(1) Pre-Service Teacher Education: Pre-service teacher education refers to the training programs

that individual undergoes before entering the teaching profession such as

(a) Bachelor’s degree in education which is a common pathway for aspiring teachers. These

programs provide a foundation in educational theory, subject-specific knowledge, and classroom

management skills (Brown, 2020).

(b) Teacher certification programs are designed for individuals who hold a bachelor’s degree in a

non- educational field. These programs offer specialized coursework and practical experiences to

prepare individuals for teaching careers (Wilson, 2017).

(c) Field experiences and practicum placements is another pre-service that provide teachers with

opportunities to observe and actively engage in classroom teaching. These practical experiences

are crucial for applying theoretical knowledge and developing pedagogical skills (Garcia, 2016).

(2) In-service Teacher Education: In-service teacher education refers to professional

development opportunities for practicing teachers to enhance their teaching skills and stay

updated with new educational practices. Among the components of in-service for teacher’s

education include; (a)professional development workshops offer teachers the chance to learn

new instructional methods, technology integration, assessment strategies, and classroom

management techniques (Johnson, 2019).

(b)Continuing education programs also provide teachers with the opportunity to pursue advanced

degrees or specialized certifications to deepen their subject knowledge and pedagogical expertise

(Smith, 2018).

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(c)Monitoring and coaching program, is another in-service teacher education that pair

experienced teachers with novice educators to provide guidance, support, and professional

growth opportunities (Wilson, 2017).

(3) Future Directions in Teacher Education: To ensure the continuous improvement of teacher’s

education, several future directions must be considered, such as;

(a)Emphasizing social and emotional learning, teacher education programs should emphasize the

importance of social and emotional learning, equipping teachers with the skills to support

students’ emotional well-being and social development (Smith, 2018).

(b) Strengthening collaboration and partnership can be considered, collaboration between

schools, universities, and other educational stakeholders can enhance teacher education by

fostering shared expertise, resources, and research-based practices.

(4) Promoting culturally responsive teaching, teacher education programs should prioritize

training teachers in culturally responsive teaching practice to ensure equitable educational

experiences for all students (Garcia, 2016).

Teacher education is a vital component of ensuring quality education for all students. pre-

service and in-service teacher training programs plays a critical role in equipping teachers with

the necessary knowledge, skills, and competencies to effectively meet the diverse needs of

learners.

Current Challenges in Teacher Education

The current state of teacher education in Nigeria is not adequately equipping educators with the

necessary skills, knowledge, and values to promote socio-economic development effectively.

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The lack of quality teacher education programs contributes to the low education standards, high

literacy rates, and limited opportunities for economic growth in the erosion of traditional values

and the prevalence of corruption have negatively impacted the moral fabric of Nigerian society,

hindering sustainable development efforts. Therefore, there is a need to address these challenges

by exploring strategies to enhance teacher education programs and foster value re-orientation

among educators, ultimately contributing to socio-economic development in Nigeria.

Despite its importance, teacher education faces several challenges that need to be addressed for

effective teacher development. Recruitment and retention of quality teachers recruiting and

retaining is a persistent challenge in many educational systems (Brown, 2020). Strategies such

as competitive salaries, improved working conditions, and targeted recruitment efforts can help

address this issue. Part of current challenges in teacher education, incorporation of technology in

teaching integrating technology into teacher education programs and supporting teachers in

effectively using technology in their classrooms is essential to meet the demands of meet the

demands of the digital age (Garcia, 2016). Addressing diverse student needs, teacher education

programs must equip teachers with the skills to address the diverse learning needs of students

from different backgrounds, abilities, and cultures (Johnson, 2019).

Value Orientation

Value orientation refers to an individual’s or a group or set of principles, belief, and values that

guide their behaviour, decision-making, and attitude in life. It determines the individual’s

perception of what is right or wrong, good or bad, and what is important or unimportant. Value

orientation according to Bara’atu (2016) is the principle of right and wrong that are accepted by

an individuals or social groups. value can be understood as the worth or importance attributed to

something, often in terms of its usefulness, utility, or significance. It refers to the subject to the

9
subjective assessment or judgment placed on an object, idea, action, or concept in relation to its

desirability or worthiness in various contexts (Meaning, 2020). The concept of value can

encompass both tangible aspects, encompassing economic, moral, cultural, and personal

dimensions (Sandbothe, 2017). value can be understood as the worth or importance attributed to

something, often in terms of its usefulness, utility, or significance. It refers to the subject to the

subjective assessment or judgment placed on an object, idea, action, or concept in relation

to its desirability or worthiness in various contexts (Meaning, 2020).

Value Re-orientation

Value re-orientation refers to the process of instilling positive values, attitudes, and behaviours in

individuals, with the goal of promoting social harmony, ethical behaviour, and overall

development. In the context of teacher education, value-orientation becomes crucial as teachers

play a significant role in shaping the values, attitudes, and behaviours of the younger generation.

A value-oriented curriculum can help address various socio-economic challenges like corruption,

indiscipline, social inequality, and underdevelopment. Research has shown that the quality of

teachers and their understanding of values greatly influence the learning outcomes and socio-

economic development of a country. Effective teacher education programs need to focus not only

on subject knowledge and teaching skills but also on developing teachers’ understanding and

embodiment of positive values. By equipping teachers with the right values and attitudes, they

can inspire and empower students to become responsible, ethical, and productive members of

society, contributing to socio-economic development. (Agu, 2016).

The re-orientation of value system is conscious development of human resources through

ideological appeals, planning, training, productivity and efficiency in achievements through

corporate culture. Re-orientation according to Adeyemi (2016) means repositioning of things the

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way they ought to be in future. Godiya (2016) sees re-orientation as changing once again a

position or attitude related to the situation or circumstances. Re-orientation is the state of being

redirected differently, rearrangement or realignment intellectually or emotionally. In this case,

re-orientation means readdressing things to their normal state/position especially those things we

value. Re-orientation according to Adeyemi (2016) means repositioning of things the way

they ought to be in future. Godiya (2016) sees re-orientation as changing once again a

position or attitude related to the situation or circumstances. Re-orientation is the state of

being redirected differently, rearrangement or realignment intellectually or emotionally. In

this case, re-orientation means readdressing things to their normal state/position especially

those things we value.

Therefore, values re-reorientation in the opinion of Agu (2016) has to do with readdressing those

values which have been the wanted in the line as a result of change in behaviour. This researcher

added that values re-orientation means going back to the root and re-organizing things the way

they used to be. This means that values re-orientation is the reversal of those values that are

deteriorating in the society to ensure stability, peaceful co-relationship and development.

Teacher Education and Value Re-orientation, its Role in Socio-economic development in

Nigeria

The declining quality of teacher education and the lack of value re-orientation in Nigeria have

raised significant concerns about the ability of the education system to contribute effectively to

socio-economic development. Inadequate funding, outdated curriculum, poor infrastructure, and

a lack of qualified teachers have hindered the development of competent and value-oriented

educators. This study seeks to address the problem by examining the current state of teacher

education in Nigeria, identifying the gaps in value re-orientation, and proposing strategies to

11
enhance teacher education programs that promote positive values for socio-economic

development

To teacher education in socio-economic development, value orientation is imperative for

fostering the desired socio-economic development in Nigeria. it ensures that future educators

possess the necessary values, attitudes, and ethics to promote positive change in society. Wosu

(2012) argues that teaching values in teacher education programs helps to create a generation of

teachers who are committed to promoting equity, tolerance, respect, integrity, and social

responsibility. By instilling value orientation in teacher education, educators are well-equipped

to address the socio-economic challenges faced by Nigeria. they become agents of change who

actively engage students in discussions surrounding ethical concerns, social justice, responsible

citizenship, and sustainable development. Such efforts contribute to the development of critical

thinkers, active citizens, and future leaders who can drive socio-economic growth in Nigeria.

Teacher education plays an important role to socio-economic development, through the

following components:

i. Promoting Socio-economic Development: Teacher education contributes to socio-economic

development by producing competent graduates who can contribute to the workforce and drive

economic growth (Adeyemi, 2017). Well-educated citizens are more likely to secure

employment and contribute positively to society.

ii. Fostering National Development: Quality teacher education is vital for fostering national

development by nurturing future leaders, innovators, and professionals (Okeke, 2019). Teacher

education plays a crucial role in shaping the values, attitudes, and skills of students, contributing

to the overall development of the nation.

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iv. Teachers as Role Model: Teacher education plays a vital role in value re-orientation by

equipping teachers with the knowledge and skills to promote morals and ethical values among

students, teachers serve as role models and can influence student’s attitudes and behaviour.

Challenges and Strategies in Teacher Education and Value Re-orientation

Challenges in teacher education in Nigeria include inadequate funding, outdated curriculum,

insufficient infrastructures, and limited access to professional development opportunities

(Okoli,2018). These challenges hinder the effective implementation of value re-orientation

strategies. To ensure effective value re-orientation through teacher education, strategies such as

curriculum reform, continuous professional development, community engagement, and policy

support are crucial (Adeyemi, 2017). Collaboration between educational institutions, government

agencies, and community stakeholders is essential for successful implementation.

Implications to Guidance and Counselling

Guidance and counselling play a crucial role in shaping individuals’ lives, especially in the

context of education. In Nigeria, where socioeconomic development is a pressing concern, there

is aneed to emphasize the importance of guidance and counselling in teacher education and value

re-orientation. The implications of guidance and counselling in relation to teacher education and

value re-orientation, and how it can contribute to the overall socioeconomic development of

Nigeria include:

1. Career Guidance: Guidance counsellors can assist aspiring teachers in understanding the

importance of their role in value re-orientation for socio-economic development. They

can provide career guidance and help individuals assess their own values, beliefs, and

interests to determine if teaching aligns with their personal and professional goals.

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2. Values Assessment and Alignment: Counsellors can facilitate values assessment sessions

for teachers, helping them identify their core values and beliefs. Through this process,

counsellors can support teachers in aligning their personal values with the values

emphasized in the socio-economic development of Nigeria. This can strengthen teachers’

commitment to value re-orientation in classrooms.

3. Emotional Support: Teacher education programs can incorporate counselling and

emotional support components to help teachers manage the emotional challenges that

may arise during value re-orientation efforts. Guidance counsellors can be available to

provide a safe space for teachers to express their feelings, concerns, and difficulties,

ensuring their mental health and well-being.

4. Pedagogical Training: Counselling programs should focus on equipping teachers with

pedagogical skills and strategies to effectively implement value re-orientation in the

classrooms. Guidance counsellors can offer workshops and training sessions on creating

inclusive learning environments, promoting ethical discussions, and integrating values

into curriculum and instructional planning.

5. Conflict Resolution Skills: Counsellors can train teachers in conflict resolution skills,

enabling them to effectively address conflicts that may arise during value re-orientation

efforts. This can include teaching teachers how to handle disagreement between students

with different values, resolve ethical dilemmas, and promote respectful dialogue and

understanding.

6. Community Collaboration: Guidance counsellors can facilitate partnerships between

teachers and community organizations, promoting collaboration in value re-orientation

initiatives. By connecting teachers with community leaders and resources, counsellors

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 can enhance the effectiveness of socio-economic development programs and involve the

wider community in promoting shared values.

7. Parental Involvement: Counsellors can work with teachers to involve parents in value re-

orientation efforts. They can conduct workshops or information sessions for parents,

highlighting the importance of their involvement in shaping their children’s values.

Counsellors can also provide guidance to teachers on how to effectively communicate

with parents about their children’s progress and the importance of value-based education.

8. Monitoring and Evaluating: Counsellors can assist in monitoring and evaluating the

progress of value re-orientations in teacher education programs. They can develop

assessment tools to measure the impact of value-based education on students’ attitudes,

behaviours, and socio-economic development. This data can guide future decision-

making and continuous improvement of counselling interventions.

In summary, incorporating guidance and counselling implications in teacher’s education

programs will support the successful implementation of value re-orientation for socio-

economic development in Nigeria. By providing guidance and career choices, value

alignment, emotional support, pedagogical training, conflict resolution skills, community

collaboration, parental involvement, and monitoring and evaluation, counsellors can

contribute to empowering teachers for empowering teachers for positive change and

development in the country

Conclusion

In conclusion, the value of teacher education in Nigeria cannot be overemphasized in relation to

socio-economic development. Quality teacher education equips educators with the necessary

knowledge and skills to provide quality education to students, thereby contributing to their

15
academic success and future socio-economic achievements. Additionally, incorporating value

orientation in teacher education ensures the development of ethical and responsible teachers who

can actively engage students in promoting positive change. As Nigeria strives for socio-

economic development, investing in teacher education and incorporating value orientation are

vital for sustainable, inclusive, and prosperous growth.

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