This study provided Standardization and indexing of Basic Electricity Teachers effectiveness in the South Eastern states of Nigeria through effective classroom interaction analysis techniques. Four research questions and four research hypotheses guided the study. Pretest, post-test, control group, quasi-experimental design was adopted for the study. Samples of 12 teachers and 511 SSII Basic Electricity students were randomly drawn from the population of 57 Basic Electricity Teachers and 932 students. Three validated instruments were used for data collection as follows: Basic Electricity interaction categories (BIC), Basic Electricity Interest Scales (BEIS) and Basic Electricity Achievement Test (BEAT). They were structured to cover the critical indices and criteria for wholesome teacher effectiveness. The reliability coefficient of the instruments were 0.978, 0.60 and 0.977 respectively. Percentages, mean and standard deviation were used to answer the research questions while t-test statistic and analysis of covariance (ANCOVA) were used to test the hypotheses at 0.05 level of significance. The findings of the study revealed the mean of means of critical teacher effectiveness indices and hence Basic Electricity Teachers’ effectiveness Benchmark was 58.75 score. It was then recommended that the federal and state ministries of education and Teacher Registration council should adopt this benchmark and enforce it for Basic Electricity Teachers recruitment, promotion and other academic/professional awards/rewards. After the efficacy had been established, this benchmark can then be adopted nationally for all teacher effectiveness assessments at all levels of education in Nigeria.
KEYWORDS: Education, Teacher, Classroom, Indexing, Basic Electricity, South Eastern Nigeria

One of the greatest problems facing Nigerian educational system is lack of an established and constantly used bench mark for assessing teachers’ effectiveness practically on graduation, recruitment, promotion and day- to- day fitness for the job. FRN (2004) recognized that no education system can rise above the quality of its teachers and thereby demanded that teacher education programmes in Nigeria should be structured to equip teachers for the effective performance of their duties, but the benchmark for teacher effectiveness is theoretically and utopialy set. Theoretically, because of the assumption that teacher effectiveness correlates positively or equates with the theoretical curriculum which the teacher graduated from. Utopially, because paper qualification (certificates and degrees) are assumed to speak directly for teachers effectiveness. Now, the fact remains that not all holders of certificates or degrees in Nigeria can be effective in their job performance especially at the present level of proliferation of education programmes nationwide (satellite campuses, affiliation programmes, evening programmes, distant learning programmes and Open University programmes). These resulted to the noted problems of persistent students’ poor cognitive achievement, loss of interest, poor attitude to lessons and programmes, students drop-out, general apathy and even closure of some technical colleges or departments (NABTEB, 2006 and Ama, 2006). Having noted the ineffective, non-integrative and inefficient teaching methods and techniques generally applied by technical teachers, Oyelami (2000) therefore attributed the above problems to teacher ineffectiveness. This calls for an assessment benchmark to ensure that all-comers that are not practically effective in their job performance are shown their way out.
According to Hornby (2001) benchmark is a standard example or point of reference for making comparisons. The concept of bench mark is of physical science origin signifying a mark cut on a rock or concrete post by surveyors of old for measuring comparative levels. In education, it is an empirically established standard point of reference for comparing qualities of programmes, methods, facilities, equipment or activities (Bishop, 1986). In technology and vocational education, practicability is the watch word, hence benchmark is seen here as a practical yard stick for measuring quality and standards (Orange, 2002). It is a practical point of equality between two variables. The problem now is that this practical point, a yard stick or benchmark for assessing teacher effectiveness in Nigeria is not in existence. Teaching practice supervisors do not have it; NCCE do not have it; NUC do not have it, Teacher Registration Council do not have it. What these authorities have are subjective rating scales or check lists which have no relevance to teacher effectiveness evaluation/assessment. Hence this study sought to establish for the nation an objective and empirically valid benchmark for assessing technical teacher effectiveness of Basic Electricity teachers in south Eastern Nigeria which can be adopted in other areas of education -