Perception of Skill Development for Effective Instructional Delivery in Social Studies among Upper Basic Teachers in Niger State, Nigeria

Upper basic teachers in Niger State, Nigeria. Grounded in Human Capital Theory and Skill-Biased Technological Change (SBTC), the research explores the importance of ongoing professional development in enhancing teachers' competencies, given the evolving demands of modern education. A descriptive survey design was employed and the population of the study consist of all upper basic social studies teachers during the 2023/2024 academic session in Niger state; a sample size of 153teachers were selected from the target population using multi-stage sampling technique. Data were collected using a structured questionnaire titled: (PSDFEIDSOSUBT), experts were sought to confirm the instrument’s validity and a pilot project was conducted to ascertain its reliability. The results were analyzed through descriptive statistics and a one-sample t-test. The findings reveal that while teachers recognize the value of skill development, there is a significant concern about the adequacy and effectiveness of current resources and training programs. The cumulative mean score of 3.27 indicates a generally positive perception of skill development, but gaps remain in meeting the specific needs of Social Studies teachers. The study underscores the need for more targeted and adequately resourced professional development initiatives to ensure that teachers are well-equipped to deliver effective instruction. The variability in perceptions suggests disparities in access to quality development opportunities, pointing to the necessity for systemic improvements in educational support. This research highlights the critical role of skill development in enhancing instructional delivery and improving educational outcomes in Social Studies, with broader implications for educational policy and practice in Nigeria. Keyword: Skill, teachers, perception, Studies, Niger