Professional Development Programmes And Teachers’ Effectiveness
(A Case Study Of Ilorin-West Local Government Area Secondary Schools, Kwara State)
The teachers are the key actors in the effectiveness of secondary school education. It is therefore important to ensure that they perform their roles as expected towards the achievement of educational goals and objectives.
Descriptive research design was adopted for this study. There are 702 teachers working in public secondary schools in Ilorin West Local Government Area of Kwara State shall be the target population of this study. 310 teachers was randomly selected out of 702 teachers in the Public secondary schools in Ilorin west Local Government area of Kwara State.
The following are the summary of findings: There is significant relationship between professional development practices and secondary school teachers’ effectiveness in Ilorin-west LGA, Kwara state; there is significant relationship between attendance of higher education and secondary school teachers’ effectiveness in Ilorin-west LGA, Kwara state; there is significant relationship between attendance of seminars and secondary school teachers’ effectiveness in Ilorin-west LGA, Kwara state; and there is significant relationship between attendance of conferences and secondary school teachers’ effectiveness in Ilorin-west LGA, Kwara state.
Hence it is necessary to do everything that is needed to be done to ensure that this is done. One of the things to be done in order to ensure teachers’ effectiveness is proper staff training. This is because the quality of teachers is enhanced by in-service training. As rightly said, teacher cannot perform more than their quality, as one cannot give what he doesn’t have. Teachers therefore need to regularly attend training in order to be more effective. Based on the findings of this study, the following recommendations were made, the government should ensure that the teachers of secondary schools are attend training regularly by making provision for them in form of cash.
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Title page
Certification
Dedication
Acknowledgments
Abstract
Table of contents
CHAPTER ONE
INTRODUCTION
Background to the Study 1-6
Statement of the Problem 6-8
Purpose of the Study 8-9
Research Questions 9-10
Research Hypotheses 10-11
Significance of the Study 11-12
Scope of the Study 12-13
Operational Definition of Terms 13
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Concept of professional development programmes 14-22
Need for Professional Development of Teachers 22-25
Importance of professional development programmes 25-27
Concept of teacher effectiveness 27-29
Factors that can affect teacher effectiveness 29-34
Student academic performance in secondary schools 34-37
Conceptual framework of the study 37
Empirical studies 38-39
Appraisal of the Literature Reviewed 39-41
CHAPTER THREE
RESEARCH METHODOLOGY
Research design 42-43
Population, sample and sampling techniques 43
Instrumentation 44-45
Procedure for data collection 45
Data analysis techniques 45
CHAPTER FOUR
PRESENTATION OF RESULTS AND DISCUSSION OF RESULTS
Answering of Research Questions 46-49
Hypothesis Testing 49-55
Discussion of Findings 55-57
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings 58-59
Conclusions 59
Recommendations 60-61
REFERENCES 62-66
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