Teachers Professional Development And Effective Teaching Of History In Senior Secondary Schools.

1.0 INTRODUCTION

1.1 Background Of The Study

            The low performance of students in secondary schools, dynamic society and its needs, continue to change in expectations about the quality and assessment of education, rapid changes in science and technology lead the school and teachers to face difficulties with this respect to parents and society. In fact the issues for teachers and teachers’ education to fulfill these requirements are continuing and complex (Mamoria, 2015). Teachers professional development has grown in importance and status and has developed as a global trend for three decades. It has been viewed by many countries as the key element in strategies to rise the quality of educational provision (Harwell, 2013).

Teacher Professional Development (TPD) is deemed a very important element geared towards ensuring that schools are of high quality relative to teaching and learning (Githae, 2016). Nemanick (2000) observed that TPD is particularly extremely important, for the reason that, it has the potency of influencing teachers’ own learning and classroom instruction as well as student learning. Teacher professional development has gained significant global recognition as a critical tool for supporting students’ success [Pauline 2013]. This requires refined forms of instruction to enhance the competencies of students in terms of command of demanding content, critical thinking, complicated problem-solving, collaboration as well as self-direction (Githae, 2016). Teacher professional development connotes an intentional, ongoing and systematic process of formal and informal education, training, learning and support activities taking place in either external or work based settings and proactively engaged in by teachers, school principals and other school leaders, alone or with others, which have direct or indirect benefit to the individual teacher, students, the school and also the nation at large (Pigor et al. 2011).

Apart from being a unified component of a well fashioned out Professional Development (PD) programme, success demands teachers to be active learners as well. Teaching and learning in the school environment can be improved by ensuring that PD needs are collaborative in nature, long-term, and content driven (Obisi, 2017). Richardson (Pigor et al. 2011) noted that for teachers to become successful in their day-to-day teaching in school, they need to be engaged in professional development that is sustainable and intensive within the school system. It is also identified that professional development programme design elements that are based on content specific, inquiry learning, collaborative involvement, and in line with school policies have the potential of maximizing teacher learning and teaching practices as well as student learning outcomes (Mammer, 2009).

In fact, many African countries have, from the 1980s, operated in an austere financial environment coupled with underdevelopment, but still committed to ensuring the provision of universal basic education for their citizens (Athenga, 2002). A lot of African countries have common issues relative to improvement in the quality and equity of education (Babs, 2004). The supply of professional development in Sub-Saharan Africa, with specific reference to West Africa, needs to be viewed within the context that it varies from professional development that is provided in the United States of America and the European countries. Owodunmi (2013) argued that remarkable variations exist in the provision and nature of professional development. Regardless of the fact that a lot of these African countries have an existing teacher education programmes as well as training for in-service teachers, the greater majority of teachers are either not trained or do not have appropriate training. Abdullahi (2012) pointed out that one-third of in-service teachers in Sub-Saharan African countries are not trained and unqualified within the academic or professional context or both. Many teachers are recruited but they do not have adequate subject related knowledge as well as pedagogical preparation coupled with underdeveloped or nonexistent in-service training programmes.

The global challenges require the Nigeria Education Service (NES) to adopt creative strategies aimed at improving staff knowledge and building their capacity through continuous professional training. Continuing Professional Development (CPD) for teachers has been recognized as an important tool as far as reforms and school improvements are concerned particularly because of the fact that student learning coupled with their success are largely due to how effective their teachers are (Emeka 2012). There is evidence to the effect that a positive connection exists between Teacher Professional Development (TPD) and students’ academic achievements (Chabra 2004). It is therefore important that teachers are well informed about the dynamics of society since by their profession they prepare people to meet societal needs.

Various reports and policy recommendations have made suggestions with respect to the need of putting in place a professional development framework to guide the implementation of teacher professional development, particularly for History teachers at the senior secondary schools are no exception (Moses,2005). This creates an avenue for continuing professional learning programmes to be put in place to offer opportunities for both trained and untrained teachers to upgrade their professional knowledge and competencies relative to content and pedagogy (Gidado, 2005). The study therefore sought to examine teachers professional development and effective teaching of history in senior secondary schools.

1.2 Statement of the Problem

Teacher Professional Development (TPD) is essential for influencing teaching and learning and ensuring the quality and progress of teachers(Owodunmi, 2013). However, the manner in which most teacher professional development is carried out seems ineffective in bringing about the needed influence on teaching and learning. Opportunities for CPD are important in order to sustain a high quality of teaching and learning. Continuing professional development for teachers is crucial and appropriate in order to bring teachers up to speed with changing trends in the teaching profession. Nonetheless, teacher professional development in public technical institutes has received little or no attention in the realm of research in Nigeria. It is in this vein that, the study sought to generally examine teachers professional development and effective teaching of History in senior secondary schools.

1.3 Objectives Of The Study

The overall aim of this study is to examine the impact of teachers professional development on effective teaching of history in senior secondary schools. Hence, the study will be channeled to the following specific objectives;

1. Ascertain the extent professional development of teachers on instructional materials impacts the effective teaching of history in senior secondary schools.
2. Ascertain the extent professional development of teachers on methodology impacts the effective teaching of history in senior secondary schools.
3. Ascertain the extent professional development of teachers on evaluation impacts the effective teaching of history in senior secondary schools.
4. Ascertain the extent professional development of teachers on classroom management impacts the effective teaching of history in senior secondary schools.

1.4 Research Question

The following questions are formulated inline with the study objectives;

1. To what extent does professional development of teachers on instructional materials impacts the effective teaching of history in senior secondary schools?
2. To what extent does professional development of teachers on methodology impacts the effective teaching of history in senior secondary schools?
3. To what extent does professional development of teachers on evaluation impacts the effective teaching of history in senior secondary schools?
4. To what extent does professional development of teachers on classroom management impacts the effective teaching of history in senior secondary schools?

1.5 Research Hypothesis

Ho: There is no significant relationship between professional development of teachers and the effective teaching of history in senior secondary schools.

Ha: There is a significant relationship between professional development of teachers and the effective teaching of history in senior secondary schools.

1.6 Significance of the Study

The information generated from this study is expected to be used as the basis for the TPD initiator in planning mainly by considering the following; identifying better approaches to deliver training to teachers, training focus be openly declared and plan for monitoring and evaluation mechanism to assess the impact of training to teachers. Teachers who receive training need to be accountable for the fate of the training. Nevertheless, the information from the research can be used in providing a room for researchers to conduct further studies on how to make school teachers update their knowledge and skills with the changing world of science and technology. The study findings are also expected to add new knowledge to the body knowledge on how in-service training to primary school teachers influences the quality of education and pupils’ academic performance. Again results of this study are expected to influence policy and decision makers on how to rectify the situation so as to make school teachers competent enough so as to prepare a good foundation to students for excelling in the next levels of education.

1.7 Scope Of The Study

The study focuses on the teachers professional development and effective teaching of History in senior secondary schools. However the study will be delimited to some selected secondary schools in Owerri Metropolis, Imo State.

1.8 Limitation Of The Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.9 Definitions of Terms

Development: This is an upgrade of teachers with the aim of bringing about changes in their skills, attitudes, perceptions as well as their performance in inculcating the expected learning experiences to the students.

Professional Development: This has to do with specific skills that are prepared for teachers with a view to enable for proper discharge of roles and responsibilities, these includes; formal college degrees, formal coursework, workshops, conferences, mentoring etc.

History: History is the analysis and interpretation of the human past enabling us to study continuity and changes that are taking place over time.

1.10 Organization Of The Studies

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the  review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study,  sample size determination,  sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.