Professional Development As A Predictor Of Basic Technology Teachers’ Classroom Practice Effectiveness In Minna Metropolis, Niger State

Abstract

The study investigated the relationship between basic technology teachers’ professional development as a predictor of their classroom practices effectiveness. The study guided by two research questions and one hypothesis was conducted in Minna metropolis, Niger state. The sample size for the study consisted of 198 basic technology specialist teachers. Multi-stage sampling technique was used for the study. Teachers’ Self-Assessment Questionnaire on Professional Development and their Classroom Effectiveness (TSQPDCE) was the main instrument used for data collection. TSQPDCE was face and content validated by five experts. TSQPDCE was pilot tested on 17 basic technology specialist teachers in Suleja educational zone in Suleja Local government area of Niger state. The internal consistency for the instrument using Cronbach alpha technique were 0.87 and 0.77 for section A and B respectively. Frequency count and percentage were used to answer research questions and hypothesis was analyzed using Pearson’s r correlation co-efficient. The study revealed that frequency of participation in available teachers’ professional development programmes and basic technology specialist teachers’ effectiveness in their classroom practices are low. Hence, it was recommended among others that basic technology specialist teachers should have opportunities for updating their knowledge and skills for enhancing effective performance of their duties.