Challenges Facing Technical Teachers in Delivering Practical Lessons in Rivers State Secondary Schools

This study investigates the challenges faced by technical teachers in delivering practical lessons in public secondary schools in Rivers State, South South Nigeria. Practical instruction is central to technical and vocational education, yet teachers across the state report persistent difficulties that undermine effective lesson delivery. The study employs a descriptive survey design, drawing participants from 280 technical teachers in 40 secondary schools spread across Port Harcourt, Obio-Akpor, and Eleme local government areas. A researcher-developed questionnaire with a four-point Likert scale captures data on instructional challenges, including inadequate tools and equipment, overcrowded workshops, limited time allocation, and weak administrative support. Frequency distribution tables and mean ratings are used to analyse responses. Preliminary observations suggest that most technical teachers operate in workshops that are decades old, with tools that are either broken or obsolete. Additionally, many teachers lack current training in emerging technical fields such as mechatronics and computer-aided design. The study also examines the relationship between teacher qualification levels and perceived challenges. Findings are expected to highlight systemic policy gaps and funding deficiencies. Recommendations include curriculum reform, regular equipment procurement, and structured mentoring programmes for in-service technical teachers. The study contributes to ongoing conversations about improving the quality of technical teacher education and the conditions for effective practical instruction in Nigerian secondary schools. Keywords: technical teachers, practical instruction, Rivers State, vocational education, secondary schools