Abstract:
The purpose of the study is to explore the perception of in-service basic schoolteachers switching to become accounting teachers, about the quality of accounting teacher education they have received through the sandwich mode and its influence on their ability to teach accounting effectively. The study sought information on the teacher trainees’ perception of their pre-service preparation with regard to five dimensions of the training programme namely pedagogical quality, classroom management, assessment techniques, face-to-face interaction and quality of faculty. Also the study focused on how these five dimensions contributed to their effective teaching of accounting to enhance quality teacher education as a whole.
The study was made up of 194 respondents who were the final year student selected through census. The study was conducted through the use of descriptive cross sectional survey. It adopted quantitative approach through the use of questionnaire adapted. The quantitative data were analysed with statistics such as Friedman Test, Kruskal Wallis and Partial Least Squares, Structural Equation Modelling. The study found out that there was significance difference in the level of quality dimensions in the accounting education programme. Also the various dimensions of quality accounting education significantly influenced the teacher trainees’ effective teaching of accounting. It was recommended that the quality dimensions of accounting education that are lower should be attended to by the management of the programme. Finally premium should not be place on any of the dimensions at the expense of others.
