An Assessment of Human and Material Resources in Plateau State Primary and Early Childhood Care Education (ECCE) Schools

This study assessed human and material resources in Plateau State primary and early childhood care education (ECCE) schools through a comprehensive evaluation of teacher competencies and resource utilization. Using a survey approach, the research employed the Teacher Skills Assessment Questionnaire (TSAQ) to examine six key domains: pedagogical knowledge, classroom management, assessment competencies, communication skills, ICT proficiency, and professional attributes among 100 teachers. The findings revealed significant disparities in teacher competencies across different skill areas. Teachers show proficiency viz pedagogical knowledge (M=3.66), classroom management (M=3.60), and professional attributes (M=3.55), indicating strong foundational teaching skills. However, critical deficiencies emerged in ICT proficiency (M=1.43), representing a severe gap in digital literacy essential for 21st-century education. Assessment competencies scored moderately (M=3.23), with particular weaknesses in using assessment data for instructional improvement. Resource utilization analysis indicated that teachers show remarkable adaptability in resource-constrained environments (M=3.80), but institutional support systems remain inadequate. ECCE and primary educators possess little training for effective resource use (M=2.41) and little or no community contribution (M=2.47). Despite these challenges, teachers maintained high professional commitment and demonstrated resilience in adapting their teaching practices.