Professional Development Programme and Teachers’ Instructional Task Performance in Ondo North Senatorial District Secondary Schools, Nigeria

Abstract

The wide range of instructional task performed by teachers seem to be overwhelming and possibly impinged on teachers’ instructional task performance. This could be attributed to the perceived inadequacies in professional development programmes. This study, therefore examined the relationship between professional development programme and instructional tasks performance in public secondary schools in Ondo North Senatorial District, Nigeria.The study employed the descriptive survey research design. The target population of the study comprised 55 principals and 1552 teachers in the existing 55 public secondary schools in Ondo North senatorial district, Nigeria. The sample consisted of 28 principals and 280 teachers which were selected across the three local government areas using multi-stage sampling procedure. Two validated research instruments titled “Teachers Professional Development Questionnaire (TPDQ)” with reliability coefficient of 0.72 and “Instructional Tasks Performance Questionnaire (ITPQ)” with reliability coefficient of 0.89 were used for data collection. The research questions were answered using frequency count, percentage and mean scores while the hypothesis was tested using Pearson Product Moment Correlation statistics at 0.05 level of significance. Findings showed that there was a significant relationship between professional development programmes and instructional task performance (r= 0.336). Based on the findings, it was recommended that, the school management and Ministry of Education should organize professional development programmes for teachers to improve their instructional task performance in public secondary schools.