Professional Development Programmes as Predictors of Teachers' Job Performance in Public Secondary Schools in Anambra State
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2025
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| author | Umeze, Matthew Chidiebere (M.ed) Prof. Ughamadu, Uju Dr. Okeke, Nonyem Ifediorah |
| author_facet | Umeze, Matthew Chidiebere (M.ed) Prof. Ughamadu, Uju Dr. Okeke, Nonyem Ifediorah |
| contents | <p><em><span>The study examined professional development programmes as predictors of teachers’ job performance in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study was 267 principals in the public secondary schools from the six Education Zones in Anambra State. <span>The entire population of 267 principals was used for the used. Census sampling was used for the study because the population was small and manageable by the researcher. </span>Two researcher-structured instruments were used for data collection: Professional Development Programmes Questionnaire (PDPQ) and Teachers’ Job Performance Questionnaire (TJPQ). The instruments were subjected to face and construct validation. Face validation was done by three experts, while construct validation was carried out by Principal Component Analysis (PCA) approach. The reliability of the instrument was done using Cronbach Alpha technique and the average coefficient values 0.82 for PDPQ and 0.85 for TJPQ were obtained and considered highly reliable and suitable for the study. Simple linear regression statistical tool was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The findings of the study revealed that teachers’ orientation and mentorship positively and significantly predicted teachers’ job performance in public secondary schools in Anambra State. The study concluded that professional development programmes positively and significantly predicts teachers’ job performance in secondary schools in Anambra State. Based on the findings, the study recommended among others that policy makers should develop and implement clear policies that prioritize continuous professional development and performance appraisal as key strategies for enhancing teachers’ job performance with adequate back up of adequate funding and incentives provided for teachers’ training programmes in public secondary schools in Anambra State.</span></em></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_15658587 |
| institution | Zenodo |
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| publishDate | 2025 |
| publisher | Zenodo |
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| spellingShingle | Professional Development Programmes as Predictors of Teachers' Job Performance in Public Secondary Schools in Anambra State Umeze, Matthew Chidiebere (M.ed) Prof. Ughamadu, Uju Dr. Okeke, Nonyem Ifediorah Professional Development Programmes Teachers' Job Performance Public Secondary School <p><em><span>The study examined professional development programmes as predictors of teachers’ job performance in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study was 267 principals in the public secondary schools from the six Education Zones in Anambra State. <span>The entire population of 267 principals was used for the used. Census sampling was used for the study because the population was small and manageable by the researcher. </span>Two researcher-structured instruments were used for data collection: Professional Development Programmes Questionnaire (PDPQ) and Teachers’ Job Performance Questionnaire (TJPQ). The instruments were subjected to face and construct validation. Face validation was done by three experts, while construct validation was carried out by Principal Component Analysis (PCA) approach. The reliability of the instrument was done using Cronbach Alpha technique and the average coefficient values 0.82 for PDPQ and 0.85 for TJPQ were obtained and considered highly reliable and suitable for the study. Simple linear regression statistical tool was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The findings of the study revealed that teachers’ orientation and mentorship positively and significantly predicted teachers’ job performance in public secondary schools in Anambra State. The study concluded that professional development programmes positively and significantly predicts teachers’ job performance in secondary schools in Anambra State. Based on the findings, the study recommended among others that policy makers should develop and implement clear policies that prioritize continuous professional development and performance appraisal as key strategies for enhancing teachers’ job performance with adequate back up of adequate funding and incentives provided for teachers’ training programmes in public secondary schools in Anambra State.</span></em></p> |
| title | Professional Development Programmes as Predictors of Teachers' Job Performance in Public Secondary Schools in Anambra State |
| topic | Professional Development Programmes Teachers' Job Performance Public Secondary School |
| url | https://doi.org/10.5281/zenodo.15658587 |