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ASSESSMENT OF SECONDARY SCHOOL TEACHERS’ PROFESSIONAL DEVELOPMENT PROGRAMMES AND STUDENTS ACADEMIC PERFORMANCE IN SELECTED SUBJECTS IN ENUGU STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study aims to assess the impact of professional development programs for secondary school teachers on students’ academic performance in selected subjects in Enugu State. The quality of education in secondary schools is heavily influenced by the competence and expertise of teachers. To enhance the effectiveness of teaching and learning, continuous professional development programs are crucial for teachers to update their knowledge and teaching skills.
This research employs a mixed-methods approach, combining qualitative and quantitative data collection and analysis techniques. The study sample consists of secondary school teachers and students from selected schools in Enugu State. The selection of subjects is based on their significance and prevalence in the secondary school curriculum.
The quantitative phase involves administering questionnaires to teachers to gather information about their participation in professional development programs, the duration and nature of the programs, and their perceptions of the programs’ effectiveness. Additionally, academic performance data of students in selected subjects will be collected. This data will be analyzed using statistical techniques to determine the relationship between teachers’ professional development and students’ academic performance.
The qualitative phase includes conducting interviews and focus group discussions with teachers, school administrators, and education policymakers to gain insights into their perspectives on the impact of professional development programs on teaching practices and students’ academic outcomes. Thematic analysis will be employed to identify recurring themes and patterns.
The findings of this study are expected to provide valuable insights into the effectiveness of professional development programs for secondary school teachers in Enugu State. The results will contribute to the existing literature on teacher professional development and its impact on students’ academic achievement. It is anticipated that the research outcomes will inform educational policymakers and stakeholders in designing and implementing more impactful professional development initiatives for teachers, ultimately enhancing students’ academic performance in selected subjects in Enugu State.
Keywords: professional development programs, secondary school teachers, students’ academic performance, Enugu State, mixed-methods approach.
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