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PROFESSIONAL DEVELOPMENT PROGRMME: A VERITABLE TOOL FOR IMPROVING TEACHERS’ PRODUCTIVITY IN NORTH CENTRAL ZONE PUBLIC JUNIOR SECONDARY SCHOOLS, NIGERIA
Abstract. The study was on Professional Development programme: a tool for improving teachers’ productivity in junior secondary schools in North Central Geo-political Zone of Nigeria. The design of the study was a descriptive survey carried out ex-post factor. The population of the study comprised all the teachers and principals in public junior secondary schools of the studied Geo-political Zone. The sample of the study was made up of 975 principals and teacher respondents who were randomly selected from 75schools in the studied area. Two research questions were raised and two hypotheses were formulated to guide the study. A self-designed questionnaire titled “Professional Development Programme and Teachers’ Productivity (PDPTP)” as well as interview scheduled titled “Approaches to Professional Development” (APD) were used to elicit information from the respondents. The instruments were validated by six experts from two Departments in Faculty of Education of Obafemi Awolowo University. The reliability of the questionnaire was ensured through test re-test method which yielded a reliability coefficient of 0.72. This was considered high enough for use. The data collected was analyzed using percentage and Pearson’s Product Moment Correlation statistical method of data analysis. The study revealed that; cluster type seminar, mentoring, on-the-job training and in-service training approaches among others, were used by the government in teachers’ professional training programme. Also, teachers were found to be selected for professional development programme based on their; qualifications, years of experience, subjects taught and areas of specialization. A significant relationship existed between professional development programme and teachers’ productivity in junior secondary schools of North Central geo-political Zone of Nigeria (r tab=0.785,r cal.0.195) at 0.05 level of significance. In view of the findings of the study, it was concluded that, teachers’ professional development programme improved teachers’ productivity in junior secondary schools of North Central geopolitical Zone of Nigeria. It was therefore recommended that government should not relented efforts in Professional Development Programme of every teacher as it is germane to their productivity in the geo-political Zone.
Keywords: educational system, professional development, sustainable development, teachers’ productivity