ABSTRACT
The study investigated teacher participation in professional development and job effectiveness in Edo and Delta states public primary schools. This study was motivated by the need to address the concern of stakeholders, government, the Ministry of Education, parents and policy makers over the growing ineffectiveness of most classroom teachers. Ten research questions guided the study out of which three were answered and seven hypothesized.
The descriptive research design which adopted correlational statistical analysis was applied with a population of fourteen thousand and sixty-four (14064) teachers who have participated in teachers’ professional development programmes organized by National Teachers Institute (NTI) between 2009 and 2016. The multi stage random sampling technique was used to select the sample size of two hundred and sixteen (216) schools. Two instruments, ‘Teacher Professional Development Questionnaire’ (TPDQ), and ‘Teachers Job Effectiveness Questionnaire, were validated and tested for reliability (0.76 and 0.81 respectively), were used to collect data and data collected were descriptively analysed using frequency count, percentage, mean, standard deviation, were used to answer the questions while t-test, Pearson r, Fisher’s z test statistics were use to test the hypothesis.
The Findings revealed that public primary school teachers in Edo and Delta States do not often participate in professional development programme, the level of teachers’ professional development participation is low, the level of teacher job effectiveness is moderate and there is no significant relationship between Teacher Professional Development and Job Effectiveness in Edo and Delta States public primary schools. The findings further revealed that there is no significant difference in the relationship between teachers’ professional development and job effectiveness based on school size, teacher sex and teacher experience in Edo and Delta States public primary schools of Nigeria. However, finding revealed a significant difference in the relationship between teachers’ professional development and job effectiveness based on school location in Edo and Delta States public primary schools of Nigeria. Based on the findings it was recommended among others that Ministry Of Education through National Teachers Institute (NTI) should frequently organize teacher professional development programmes annually for all the teachers in Edo and Delta states. The professional development programmes will enhance teachers’ job effectiveness.
