Impact of School-Based Professional Development Programmes on the Performance of Teachers in Public Secondary Schools in Bauchi State

Abstract

This study examined the extent to which principals implement school-based teacher professional development programmes in public secondary schools in Bauchi state. The study also attempted to determine if school-based teacher professional development programmes have a significant impact on the performance of teachers. Survey and causal designs were employed for the study. The population of the study comprised all the teachers and principals of public secondary schools in the study locale. Simple random sampling techniques were utilized to select the study's sample of 375 teachers and 29 principals. A structured questionnaire and document observation checklist were used for data collection. The reliability of the instrument stood at 0.9. Cronbach Alpha. The data collected were analysed using descriptive statistics and simple linear regression. The hypothesis in this study was tested at α=0.05level of significance. The study's findings revealed that school-based teacher development programmes were not adequately implemented in public secondary schools in Bauchi State. The study also established that school-based teacher development programmes significantly impact teachers' pedagogic performance. Consequently, the hypothesis that school-based teacher development programmes have no significant impact on the performance of teachers in public secondary schools in Bauchi state was rejected. The document analysis findings revealed that activities related to professional development programmes were not adequately planned and recorded in public secondary schools in Bauchi state. Based on the study's findings, it was recommended that the Ministry of Education, Bauchi State, should provide principals with training and funds to budget for the effective execution of such programmes as teacher orientation, school-level workshops, veteran-novice teacher mentorship and in-service education. That as a policy, school-level teacher development should be an explicit part of the mandate of principals.