Abstract

Installation and Maintenance Work (EIMW) teachers in Science and Technical Colleges in North East, Nigeria. The study specifically sought to ascertain the current level of maintenance skills possessed by EIMW teachers and determine the areas where maintenance skills improvement was required. The study was anchored on Experiential Learning Theory developed by Kolb (1984). A descriptive survey research design was adopted for the study. The study was conducted in the North-East geopolitical zone of Nigeria comprising Adamawa, Bauchi, Borno, Gombe, Taraba, and Yobe States. The population of the study consisted of 146 EIMW teachers in Science and Technical Colleges, including professionally qualified and non-professionally qualified teachers. Since the population size was manageable, the entire population was used without sampling. Data were collected using a structured questionnaire titled “Technical College Skills Improvement Needs (TCSIN)” developed by the researcher. The instrument was validated by experts in Electrical Technology Education and Measurement and Evaluation, while reliability was established using Cronbach’s Alpha with an overall reliability coefficient of 0.976. Out of 146 copies of the questionnaire administered, 135 were retrieved and analyzed using mean, standard deviation, and t-test statistics at 0.05 level of significance. The findings revealed that both qualified and non-qualified EIMW teachers possessed low maintenance skills and identified similar areas requiring improvement, particularly in technical operations, troubleshooting, and safety practices. The study concluded that EIMW teachers require continuous professional development and practical exposure to modern electrical maintenance technologies. The study recommended periodic workshops, refresher training, and specialized maintenance skill development programmes for EIMW teachers