CHAPTER ONE

INTRODUCTION

1.1 Background of Study

Professional development is required of any field of study in view of its potentially

transformational effects on social and educational outcomes. Teacher Professional Development

(TPD) is an aspect of Professional Development that deals with enhancement of teachers in

classroom processes and personal traits. It plays significant roles in the success of any educational

system most importantly to young people that are just joining the teaching profession. The essence

of Teacher Professional Development is to provide opportunity for learners to have access to

quality teachers. In addition, Hill and Cohen (2005), submitted that good teachers form the

foundation of good schools, and improving teachers‟ skills and knowledge is one of the most

important investments of time and money that local, state, and national leaders make in education.

Teacher Professional Development (TPD) in not a new phenomenon. Of late, it is on the

agenda of many educational institutions throughout the world; and has sparked numerous debates

in and outside academia. It is worth mentioning that TPD is increasingly placed in the context of

lifelong learning by the international literature on social policy and by the literature of educational

research. However, professional development has led to improvements in teachers’ knowledge,

instruction, skills and practice, and student outcomes (Pitsoe & Letseka, 2014). Professional

development for teachers in Nigeria is a crucial aspect of improving the quality of education in the

country. With a diverse educational landscape encompassing public and private schools, as well as

urban and rural settings, addressing the professional development needs of teachers is essential for

enhancing teaching standards nationwide (Akpem et al., 2021). professional Development refers to

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general growth not focused on a specific job. It serves a longer-term goal and seeks to facilitate

growth of teachers’ understanding of teaching and of themselves as teacher (Richards and Farrell,

2014)

According to Igbashangev (2023) the types of Teacher Professional Development include;

Workshop and Seminars, In-Service Training, Collaborative Learning Communities, Online

Courses and Webinars and Mentoring and Coaching. The above types of teacher professional

development methodologies have also been proposed by Iyunade (2019) has been fundamental to

teachers’ professional development. Teachers' professional development plays a pivotal role in

enhancing students' learning outcomes through various channels:

1. In-Service Training: Continuous professional development ensures that teachers stay updated

with current educational trends, curriculum changes, and effective teaching methodologies. As

teachers refine their skills and adopt innovative approaches, students benefit from more engaging

and effective instruction that caters to their learning needs.

2. Collaborative Learning Communities: When teachers engage in collaborative learning with their

peers, they gain access to a wealth of resources, experiences, and successful teaching practices. By

sharing insights and strategies, teachers can better address students' diverse learning styles and

needs, leading to improved academic performance and a more supportive learning environment.

3. Online Courses and Webinars: Accessible online courses and webinars enable teachers to

expand their knowledge base and acquire new instructional techniques, even in remote or

underserved areas. By leveraging technology for professional development, teachers can enhance

their teaching skills and adapt to changing educational demands, ultimately benefiting students

through more effective instruction and enhanced learning experiences.

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4. Mentoring and Coaching: Through mentoring and coaching programs, experienced teachers

guide and support their colleagues, providing personalized assistance for professional growth. As

mentees develop their teaching skills and confidence under the guidance of mentors, students

benefit from more competent and effective educators who are better equipped to meet their

academic needs and foster their overall development.

Teaching and learning on the other hand are two fundamental terms which often go hand in

hand. This is because teaching according to Awodiji, et al (2020) is the act of guiding a learner

towards understanding a subject, concept, or skill. It involves a planned approach that facilitates

the learner's acquisition of knowledge and their ability to apply it. While learning is the process of

acquiring knowledge or skills through experience, study, or instruction. It's not just about

memorizing facts; it's about developing a deep understanding and being able to use that knowledge

in new situations (Awodiji et al, 2020). Historically, teacher training in Nigeria has undergone

various reforms aimed at improving the effectiveness of educators. The government, along with

non-governmental organizations and international partners, has implemented programs focused on

equipping teachers with the necessary skills, knowledge, and resources to deliver quality

education. Challenges such as inadequate funding, limited access to training resources, and

disparities in infrastructure and technology between urban and rural areas have hindered efforts to

provide comprehensive professional development opportunities for all teachers. Additionally, the

rapid evolution of teaching methodologies and technological advancements necessitates

continuous learning and adaptation among educators. When it comes to schools as learning

organizations, there must be a shared vision for all students' learning, as well as learning

opportunities for staff, systems for knowledge exchange, team learning promotion, a culture of

inquiry and innovation, and learning leadership (Kools & Stoll, 2016). Despite these challenges,

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initiatives such as Workshop and seminars, conferences, and in-service training programs have

been instrumental in addressing the professional development needs of teachers. Furthermore,

partnerships with educational institutions, professional associations, and international

organizations have facilitated the exchange of best practices and innovative teaching strategies.

Moving forward, sustaining investments in teacher professional development, addressing

infrastructure gaps, leveraging technology for online learning platforms, and promoting

collaboration among stakeholders are essential strategies for enhancing the quality of education

and ultimately improving student outcomes in Nigeria. Teacher professional development has

gained significant global recognition as a critical tool for supporting students’ success. This

requires refined forms of instruction to enhance the competencies of students in terms of command

of demanding content, critical thinking, complicated problem-solving, collaboration as well as

self-direction.

Overall, teachers' professional development initiatives contribute to improved teaching

practices, enhanced classroom environments, and ultimately, better learning outcomes for students

across Nigeria. By investing in the continuous growth and development in Minna, the impact of

teacher professional development is likely to be seen in the improvement of teaching quality,

student engagement, and overall learning outcomes. The impact of teachers' professional

development on teaching and learning for secondary school students in Nigeria is profound and

multifaceted. Professional development equips teachers with updated teaching methodologies,

innovative instructional techniques, and effective classroom management strategies. This leads to

more engaging and interactive lessons that cater to diverse learning styles, ultimately enhancing

students' understanding and retention of the subject matter. Continuous learning opportunities

enable teachers to deepen their understanding of the subjects they teach. This translates to more

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accurate and comprehensive explanations of concepts, as well as the ability to address students'

questions and misconceptions effectively, thereby improving academic performance.

Professional development programs often include training on the integration of educational

technology tools and resources into teaching practices. By incorporating digital learning platforms,

multimedia resources, and interactive applications, teachers can create dynamic learning

environments that stimulate student interest and facilitate active participation in the learning

process.

Personalized Learning Teachers who undergo professional development are better

equipped to differentiate instruction to meet the diverse needs of students. They can tailor their

teaching approaches, assessments, and interventions to accommodate varying learning paces,

abilities, and interests, thereby promoting personalized learning experiences that optimize student

outcomes.

Positive Classroom Environment Teachers who participate in professional development activities

often cultivate positive classroom environments characterized by mutual respect, collaboration,

and inclusivity. This supportive atmosphere fosters student engagement, motivation, and

confidence, leading to higher levels of academic achievement and overall well-being.

Investing in teachers' professional growth demonstrates a commitment to their professional

advancement and well-being. This can boost morale, job satisfaction, and retention rates among

educators, resulting in more stable and cohesive teaching teams that provide consistent support and

guidance to students.

1.2 Statement of the Problem

In Minna, Niger State, like many regions globally, the quality of education is crucial for

societal development. Central to this is the professional development of teachers, as it directly

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affects the quality of teaching and, consequently, student learning outcomes. However, despite

numerous initiatives aimed at enhancing teachers' professional growth, the effectiveness and

influence of such initiative on teaching and learning in Minna remain defeated as students’

performance in external examinations continue to decline due to poor curriculum delivery by

teachers. Based on the above, this study on Teachers' Professional Development on Teaching and

Learning in Minna, Niger State seeks to tackle the identified cause of the declining student

performance by assessing the influence of professional teacher development techniques like; in

service training, collaborative learning communities, workshops and seminars as well as mentoring

and coaching on teaching and learning in Minna, Niger State.

1.3 Objectives of the Study

The main objective of this study is to examine the influence of Teachers professional

development on teaching and learning in Minna, Niger State. While the specific objectives are;

1. To determine the influence of in-service training on teaching and learning in Minna, Niger State.

2. To investigate the influence of Collaborative Learning Communities on teaching and learning in

Minna, Niger State.

3. To examine the influence of Workshop and seminars on teaching and learning in Minna, Niger

State.

4. To ascertain the influence of mentoring and coaching on teaching and learning in Minna, Niger

State.

1.4 Research Questions

To achieve these objectives, this study will address the following research questions:

1. To what extent does in-service training influence teaching and learning in Minna, Niger

State?

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 2. How does Collaborative Learning Communities influence teaching and learning in Minna,

Niger State?

3. In what way does Workshop and seminars influence teaching and learning in Minna, Niger

State.?

4. How does Mentoring and Coaching influences teaching and learning in Minna, Niger

State.?

1.5 Research hypotheses

The research hypotheses for this study are stated in a null form

HO1: In-service training does not significantly influence teaching and learning in Minna,

Niger State.

HO2: Collaborative Learning Communities do not significantly influence teaching and learning in

Minna, Niger State.

HO3: Workshop and seminars do not significantly influence teaching and learning in Minna,

Niger State.

HO4: Mentoring and Coaching do not significantly influence teaching and learning in Minna,

Niger State.

1.6 Significance of the Study

This study is significant to policy makers, teachers as well as students. Thus, the significance

of the study are itemized below:

1. Each enhancing Teaching Quality: By understanding the effectiveness of professional

development programs, policymakers and educational leaders can design interventions that

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 better support teachers in improving their instructional practices. This, in turn, can lead to

enhanced teaching quality, resulting in better learning experiences for students.

2. Improving Student Learning Outcomes: Effective professional development can directly

impact student learning outcomes by equipping teachers with the skills, knowledge, and

strategies needed to engage students effectively, address diverse learning needs, and foster

academic achievement.

3. Addressing Educational Inequities: Assessing the accessibility and inclusivity of professional

development opportunities can help identify and address disparities in teacher support across

different schools, regions, or demographic groups. Ensuring equitable access to quality

professional development can contribute to reducing educational inequities and promoting

social justice.

4. Informing Policy and Practice: Research findings on the impact of professional development

initiatives can inform the development of evidence-based policies and practices at the local,

regional, and national levels. This includes allocating resources effectively, designing targeted

interventions, and implementing sustainable strategies for continuous teacher growth and

development.

5. Strengthening Teacher Morale and Retention: Investing in teachers' professional development

demonstrates a commitment to their growth and well-being, which can positively impact

morale and job satisfaction. By supporting teachers in their professional growth, educational

institutions may also improve teacher retention rates and mitigate turnover, ultimately

contributing to greater stability and continuity in the teaching workforce.

1.7 Scope of the Study

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 This study focuses on Teachers professional development on teaching and learning in

Minna, Niger State. The professional development methods considered in the study are in service

training, collaborative learning communities, seminars and workshops as well as mentoring and

coaching. the sample scope of the study are teachers in Minna, Niger State while the geographic

scope of the study remains Minna, Niger State.

1.8 Operational definition of terms

The major terms used in the study are operationally defined thus;

Teachers’ professional development:

Teaching and learning: Teaching involves a planned approach that facilitates the learner's

acquisition of knowledge and their ability to apply it. While learning is the process of acquiring

knowledge or skills through experience, study, or instruction

in-service training: This is a continuous professional development ensures that teachers stay

updated with current educational trends, curriculum changes, and effective teaching

methodologies.

Collaborative Learning Communities: these entails teachers collaborative learning with

their peers to gain access to a wealth of resources, experiences, and successful teaching practices

Workshop and seminars: Workshops and trainings are typically interactive sessions that focus on

practical skill development, problem-solving,

mentoring and coaching: in this method, experienced teachers guide and support their colleagues,

providing personalized assistance for professional growth encompassing the research design, data

collection methodologies, and analytical techniques. Chapter 4 will present the detailed findings

and their meticulous analysis. Finally, Chapter 5 will culminate the research by encapsulating key

9
findings, drawing implications, and proffering actionable recommendations for future pedagogical

advancements

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 CHAPTER TWO

LITERATURE REVIEW
The societal demand for evidence that teacher education and professional development

initiatives result in improved student learning outcomes is increasing. Teacher Professional

Development (TPD) in not a new phenomenon. Of late, it is on the agenda of many educational

institutions throughout the world; and has sparked numerous debates in and outside academia. It

is worth mentioning that TPD is increasingly placed in the context of lifelong learning by the

international literature on social policy and by the literature of educational research. However,

professional development has led to improvements in teachers’ knowledge, instruction, skills and

practice, and student outcomes. Internationally, it is widely recognized that TPD is a key

mechanism for improving classroom instruction and student achievement (Pitsoe & Letseka,

2014).

2.1 Conceptual Framework

In this section the following concepts will be discussed; Professional development (PD),

Teacher Professional Development (TPD), Teacher Professional Development and Teaching and

Learning, Teacher Professional Development Models and how they all influences teaching and

learning.

2.1.1 Professional Development (PD)

Professional development (PD) on a continuous basis is one of the primary means for

improving classroom instruction that in turn contributes to the achievement of students (Akpem

10
et al., 2021). Hargreaves and Fullan, (1995) contended that continuing professional development

(CPD) has become necessary for uplifting the quality of standards in education owing to the fact

that teachers need to learn continuously to instill in them the needed knowledge and skill set to

facilitate teaching and students learning.

According to Guskey., (2010) Professional Development (PD) entails continuing, long-

term activities of learning that are consciously planned in a manner that will bring about teacher

transformation. It is further argued that teachers need to have a reflection on their daily practices,

learn about new things in relation to everyday classroom practices, as well as be capable of

coping with the challenging circumstances bedeviling teachers’ practices in a well fashioned

system. Supporting this view, Villegas-Reimers, (2010) observed that some PD activities are

grounded on theoretical models, reflective and collaborative exercises which are deemed as

processes that occur within a particular context. Continuous acquisition of knowledge and skills

by both existing and new staff form an essential component of any profession of which the

teaching profession is not an exception (Akpem et al., 2021). According to Tanner and Tanner,.

(2005) professional development is significant mainly for two reasons. Firstly, knowledge is

evolving continually. Some new things come out each day which the teacher needs to refresh

his/her m ind on. Since not everything can be taught during the teachers’ training in college,

there is the need for the teacher to undergo some form of on-the-job training to become abreast

with time. Secondly, the principles and practices of teaching are more involving than what the

teacher received during the pre-service preparatory phase in college (Mensah et al., 2016). The

real challenges of teaching are in the classroom, where the teacher requires understanding to

overcome the challenge. Well-structured professional development has been associated with

changes in teachers’ practice, pedagogical skills improvement and students’ achievement. It is

therefore worth stressing that teachers in Technical Institutes need professional development on
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consistent basis in order to update their knowledge on modern trends of teaching and learning.

This would enable them to alter their classroom practices and boost student-learning outcomes

(Akpem et al., 2021).

2.1.2 Teacher Professional Development (TPD)

Teacher Professional Development (TPD) is universally acknowledged as a critical lever

for improving teaching quality and, consequently, enhancing learning outcomes in schools. This

literature review explores the existing body of research to discern the various facets of TPD and

its intricate influence on the dynamics of teaching and learning within educational institutions.

Teacher education and professional development programs initiate (student) teacher’s learning

processes, leading to teacher’s learning outcomes. These outcomes may be conceptualized as

increased or changed knowledge, understandings, intentions, practices and motives/emotions.

When teachers use this knowledge, practices, etc. in their teaching, they form an important

element of the learning environment for the students, together with the learning materials,

physical environment, fellow-students, etc. Teacher’s teaching practices initiate students’

learning processes which, in turn, lead to student’s learning outcomes in terms of increased or

changed knowledge and understanding of the subject matter, skills, motivations, emotions, etc

(Vermunt, 2014).

Historically, TPD is seen as an evolving concept in teacher learning and transformation

Bredeson, (2002) argued that the notion of teacher learning and change, and a number of

associated terms, are open to many and varied interpretations and each interpretation is rooted in

particular perspectives or theories on TPD. These theoretical orientations can be classified into

four different perspectives. The first perspective is put forward by scholars who see TPD as

activities, events, or opportunities. In this vein, Bolam asserted that TPD includes the education,

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training and on-the-job-related activities that teachers are involved in, after their initial

certification programmes. These activities are geared towards contributing to their professional

knowledge, facilitating improvement in their professional skills as well as aiding them to make

explicit their professional values so as to educate their students more effectively. The focus of

this perspective of TPD is on formulating the types of learning activities that can effectively and

efficiently lead to the expected knowledge and skills that teachers need. This perspective

concerns itself with the quest for “what” types, forms and models of TPD work best to improve

teachers’ instructional practices (Rahman et al., 2016). Therefore, in the current discussion of

TPD, proponents of this perspective demand for the adoption of the “reform” type of TPD

activities such as action research, collaborative learning and peer networks in lieu of the so-

called “traditional” ones such as Workshop and seminars, and in-service training (Rahman et al.,

2016).

The second perspective views TPD as a process that has the potential of enhancing

teacher quality Kelchtermans, (2004) views TPD as the process whereby the professionalism of

teachers may be seen to be enhanced. The concern of this perspective is about unearthing the

processes that work best for developing teachers’ knowledge and skills. There are some

competing ideas within this perspective. The first idea is that TPD is a process of transferring

knowledge to teachers. Second, TPD is viewed as a constructive process in which teachers are

viewed as those who mediate ideas and construct meaning and knowledge and act upon them

(Adler j, 2000). Lastly, TPD is regarded as a process of increasing participation aimed at making

teachers knowledgeable in the practice of teaching (Lim et al., 2020). Thus, the focus of this

perspective is on whether to send teachers on courses, allow them plan and pursue their own

learning, or present them with the problems and challenges resulting from their own practices.

13
 The third perspective is a mixture of the previous two perspectives and conceives of TPD

as comprising both activities and processes. In this regard, Guskey, (2002) defined TPD to

include processes and activities designed for the enhancement of the professional knowledge,

skills and attitudes of educators with the express aim of bringing about improvement in students’

learning. This perspective is a combination of the “what” and “how” of TPD. Theoretically, the

activities and processes of TPD depend on one another and, in most cases, a particular TPD

activity informs the process that it entails and vice versa. This third perspective is evident among

the scholars who propose a set of effective features of TPD (Ball D et al., 1999).

2.1.3 Teacher Professional Development and Teaching and Learning

Now, more than ever before, teachers are being held accountable for the roles they play

in student-learning. Schools depend, in large part, on PD so that gaps in the knowledge and skills

of teachers can be effectively bridged. Ingvarson, Meiers and Beavis, (2005) observed that TPD

is now recognized as an integral part of policies geared towards enhancing the quality of

teaching and learning in educational institutions. Continuing professional learning opportunities

for teachers has largely been viewed as a vital activity relative to any educational reform (Fullan

M, 2007). The case of Nigeria Technical Institutions in relation to TPD is fundamental

particularly in view of reforms in the provision of technical and vocational education. Teacher

learning is interlinked with their on-going practice, making it likely that what they learn will

indeed influence and support their teaching practice and bring about improvement in students’

learning outcomes (Correnti R, 2007). In view of the foregoing, for teachers to have improved

performance in their work and bring about the needed transformation in students’ learning there

must be continuing professional development. There is no gainsaying that, teachers in Technical

14
Institutes need to be continuously developed now more than ever so as to alter their teaching

practices and improve students’ learning.

According to Igbashangev (2023) identifies the types of Teacher Professional Development

which are as follows;

1. Workshop and seminars:

These are short-term sessions focusing on specific topics or teaching strategies. Here,

facilitators often include experts in education or experienced teachers. Teachers' professional

development plays a pivotal role in enhancing students' learning outcomes through various

channels. Workshop and seminars are one of the most common and very effective forms of

professional development. Workshop and seminars a period of discussion and practical work on

a particular subject in which a group of people become active participants for Individual or group

learning by sharing their knowledge and experience. According to 'Richards and Farrell' (2010),

Workshop and seminars are intensive, short-term learning activity that are designed to provide an

opportunity to acquire specific knowledge and skills. Workshop and seminars can provide

opportunities for participants to examine their beliefs or perspectives on teaching and learning.

According to Tiberius and Silver (2001) Workshop and seminars are teaching and learning

arrangements, usually in small groups, that are structured to provide active participation in

learning"(p.7). Traditionally, Workshop and seminars provides participants with the

opportunities to practice but current usage of Workshop and seminars is that any learning event

that aspires to engage the learners actively. Especially Workshop and seminars are led by a

person who is recognized as an expert and who has relevant experience in the discipline taught.

Workshop and seminars can address the issues related to both institutional improvements and

individual development. Workshop and seminars are very beneficial to both novice and

experienced teachers to discuss about issues or challenges of their working experiences. In

15
Workshop and seminars, an expert person shares their knowledge and skills and novice or less

experienced teachers can acquire their knowledge and skills. Teachers get hands-on experience

with related topic. It gives teachers regular opportunities to update their professional knowledge

through participating in Workshop and seminars. It is also useful for classroom management

techniques. After attending a Workshop and seminars, teachers can revitalize new knowledge

and skills and can utilize in the real classroom practice. Teachers become more motivated and

self-worth in teaching, learn new teaching activities techniques, skills, able to broaden theoretical

knowledge after attending Workshop and seminars. Workshop and seminars can enhance

teachers to gain skills of using ICT in their teaching activities.

2. In-Service Training:

In-service training is basically a training teachers receive while they are already

employed in a particular position. It is designed to help improve teachers skills and knowledge so

they can perform more effectively (Awodiji,et al, 2021).It's often focused on keeping you up-to-

date with the latest practices and technologies in your field. Furthermore, In-Service training

develops skills and knowledge within the teachers so that they can perform their job effectively.

This type of teacher’s professional development boosts up the efficiency and effectiveness of

teachers. It develops a sense of perfect behaviour in the working strategies of educator, as well as

It widens the scope of educators. In-service training can simply be defined as the relevant courses

and activities in which a serving teacher may participate to upgrade his professional knowledge,

skills, and competence in the teaching profession. Therefore, it encompasses all forms of

education and training given to a teacher who is already on the job of teaching and learning.

According to Billing (2019) in-service training is staff development which is a deliberate and

continuous process involving the identification and discussion of present and anticipated needs

of individual staff for furthering their job satisfaction and career prospects and of the institution

16
for supporting its academic work and plans, and implementation of programmes of staff

activities designed for the harmonious satisfaction of these needs. Generally, the teachers are

regarded as the hub of educational development. Therefore, in-service training is concerned with

the activities and courses in which a serving teacher may participate for the purpose of upgrading

his professional skills, knowledge and interest, subsequent to initial training. In this case, in-

service training is designed to fill the gap of professional inadequacies of a serving teacher. As

Fisher (2003) has rightly pointed out the skill appropriate for generation ago might no longer

prepare students for the world beyond school. Students are being tasked to be more creative and

thoughtful in their daily activities. In-service training is also referred to as continuing education

that is designed for the retraining, reskilling and updating the knowledge of manpower.

According to UNESCO (1985) continuing education can be regarded as the entire body of

educational processes whatever the content level and method, whether formal or otherwise,

whether they prolong or replace initial education in schools, colleges and universities as well as

in apprenticeship, whereby persons regarded as adults by the society to which they belong

develop their abilities, enrich their knowledge, improve their technical or professional

qualifications or turn them in a new direction and bring about changes in their attitudes or

behaviour in the two fold perspective of full personal development and participation on balance

and independent social, economic and cultural development.

Hence, continuous professional development ensures that teachers stay updated with current

educational trends, curriculum changes, and effective teaching methodologies. As teachers refine

their skills and adopt innovative approaches, students benefit from more engaging and effective

instruction that caters to their learning needs.

3. Collaborative Learning Communities:

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 Collaborative learning is an umbrella term for a variety of educational approaches

involving joint intellectual effort by teachers. Usually, teachers work in groups of two or more,

mutually searching for understanding, solutions, or meanings, or creating a product.

Collaborative learning activities vary widely, but most center on teachers’ exploration or

application of the course material, not simply the teacher’s presentation or explication of it.

Collaborative learning represents a significant shift away from the typical teacher centered or

lecture-centered milieu in college classrooms (Anero, 2014). In collaborative classrooms, the

lecturing/ listening/note-taking process may not disappear entirely, but it lives alongside other

processes that are based on teachers’ discussion and active work with the course material.

Teachers who use collaborative learning approaches tend to think of themselves less as expert

transmitters of knowledge to fellow teachers, and more as expert designers of intellectual

experiences for novice teachers. When teachers engage in collaborative learning with their peers,

they gain access to a wealth of resources, experiences, and successful teaching practices

(Awodiji et al, 2021). By sharing insights and strategies, teachers can better address students'

diverse learning styles and needs, leading to improved academic performance and a more

supportive learning environment.

4. Mentoring and Coaching:

In Mentoring and coaching, older or more experienced teachers guide and assist younger

or novice teachers in all areas of teaching (Gaible & Burns, 2005). Mentoring affects both the

new teachers who are being mentored, and the experienced teachers who will serve as mentors.

Mentoring and coaching occurs around activities such as classroom observations, coaching,

feedback, and the collaborative teaching. It can help new teachers learn to creatively and

effectively meet the day-to-day challenges of teaching. Mentors have many roles to fulfil;

18
sharing information, providing access to resources, role modelling, counselling, coaching,

encouraging reflection, advising in career moves and supporting new teachers (Villegas-Reimers,

2003). Mentoring serves as a non-formal or semi-formal method of ensuring accountability:

teachers can complete TPD, demonstrating mastery of the targeted knowledge and skills that

they never import into their classrooms (Hooker, 2008). Maynard and Furlong (1993) and Jones

(2001) determine three models of mentoring to include: The apprenticeship model: the mentor is

the master teacher to be emulated; The competence model: the mentor relates training and

assessment to pre-determined standards of practice; The reflective model: the mentor adopts the

role of ‘critical friend’ who assists in the evaluation of teaching. Through mentoring and

coaching programs, experienced teachers guide and support their colleagues, providing

personalized assistance for professional growth. As mentees develop their teaching skills and

confidence under the guidance of mentors, students benefit from more competent and effective

educators who are better equipped to meet their academic needs and foster their overall

development.

2.1.4 Teacher Professional Development Models

By and large, TPD models can be categorized into two that is, the traditional type and the

'reform-type' PD models (Clarke and Hollingsworth H, 2002). The traditional type of TPD is

founded on the assumption that a deficit exists relative to the knowledge and skills of teachers

which can easily be developed in one-off Workshop and seminars (Pitsoe, 2014). Teaching and

Learning International Survey included nine different choices of forms of professional

development programmes such as courses/Workshop and seminars, educational

conferences/seminars, qualification program, observation visits to other schools, participation in

a network of teachers, individual or collaborative research on a topic, and mentoring and/or peer

19
observation and coaching. Hawley and Valli chastised the traditional type of TPD as being

superficial and fragmented. This view has been corroborated by Ball and Cohen who described

the in-service Workshop and seminars as mentally shallow, delinked from the core matters of

curriculum and learning, fragmentized, and not cumulative. They further explained that the

shallow nature of the TPD is as a result of the perception that teaching is about common sense

and as such there is little desire for professional learning. There is also the perception that

teachers can perform their work without necessarily requiring any sustained learning to do their

work. The option to the traditional type of TPD is the reform-type otherwise called the growth

model of PD (Akpem et al., 2021). They described the reform model as one that has diverse PD

activities that come with inquiry on continual basis into the teaching practice of teachers. The

change from the traditional approach to the reform-type is indicative of the fact that TPD is

altering from duplication to reflection, from individual learning to collective learning and from

centralization to decentralization (Pitsoe & Letseka, 2014). Professional development is said to

be effective when it is organized and carried out within the working context of teachers. Sparks

and Hirsh (1997) argued that for meaningful transformation to occur in teaching it is important

for professional development to be considered as a job embedded activity which should be

treated in multiple ways. In summary, the school remains the most appropriate environment

within which teachers can develop professionally since recent teaching aptitudes can be obtained

in practice.

2.1.5 Effective Professional Development

There is an emerging uniformity and agreement regarding the features of PD that are

deemed to have the potential of changing teachers’ knowledge and practice and by extension

students' achievement (Desimone, 2008). These standard characteristics of effective PD should

20
be measured to assess the efficacy of any professional development programmes; irrespective of

what types of activities are involved.

2.1.5.1 Critical Features of Effective Professional Development

1. Content Focus

Pitsoe, (2014) notes that irrespective of the fact that a variety of research has been carried out on

professional development; emphasis is mostly placed on structure at the expense of content. A

review of the effect of math teacher in-service programmes on student achievement found that

programmes revealed that subject matter content and how students learn recorded the largest

positive e ffect on student teaching Garet et al., (2007) noted that PD programmes that focused

on content had a considerable symbiotic effect in enhancing knowledge and skills, as indicated

by the teachers in their sample.

2. Active Learning

Various research works that have been undertaken regarding the forms of high quality

TPD concluded that the reform approach of professional development is deemed to be effective

in altering teaching (Helmer J, 2011). Criticisms have been leveled against TPD programs that

are hinged on the traditional model for not being conducive and responsive enough to engender

any meaningful transformations in teaching (Kwakman, 2003). This approach is deemed to have

the capacity of transforming teaching practice as opposed to PD programmes that come in the

forms of large group presentations, training programs, Workshop and seminars and seminars.

21
3. Collective Participation

This borders on the involvement of teachers within the same school, department, or class

in the same professional development programme. Birman et al., (2011) maintained that inherent

in this critical feature of PD is the likelihood of providing a platform for active learning that is

likely to be coherent with the other experiences of teachers. Therefore, teachers from the same

school who are involved in collective participation are able to sustain changes made to their

teaching practice. Hargreaves, (1995) points to the use of collaborative effort as one of the surest

pathways that can bring about improvement in teaching practice. Key among the merits of this

feature is that it increases the ability for reflection (Akpem et al., 2021).

4. Duration

It has to do with the contact hours used as well as the span of time in a given professional

development activity undertaken by teachers. The reform model is deemed to be more effective

because it has a longer duration as opposed to the traditional approaches of professional

development. Birman et al., (2011) opined that PD programmes that span for a longer period are

replete with more subjects cum content focused activities, more coherent with the other

experiences of teachers and provide a platform for learning in which teachers are more active

than activities that span for a shorter duration. Duration per say is not sufficient to ensure

success, it was also discovered that variations in content have a stronger effect than whether the

programme happens over time. Wenglinsky, (2002) also observed that there is little influence

that teachers make on student-learning outcomes even after spending more time on professional

learning that is not centered on content. This implies that the content is as critical as the duration

of any teacher professional learning programme.

5. Coherence

22
 There are three dimensions of coherence as outlined in the literature, that is; an

association between the PD activity and the goals that teachers have in respect of same; a link

between the PD activity and the standards, assessments and curriculum frameworks and lastly,

providing continuous professional communication for teachers who are making efforts to alter

their practice. Nurul, (2012) opined that teachers are expected to formulate their own knowledge

by anchoring new information obtained through to pre-existing knowledge.

2.1.6 Barriers to Teacher Professional Development

Although there exist a common believe that teaching and learning can be improved by

virtue of teachers’ participation in professional development programmes, research has revealed

that a lot of PD programmes have not been effective and are not able to bring about the desired

results. Guskey, (2002) further noted that attempts have been made by researchers in education

to determine the issues that inhibit how effective PD programmes are supposed to be since the

effectiveness or ineffectiveness of TPD has a direct effect on student learning. The

ineffectiveness of professional development programmes is attributed largely to personal related

issues. These factors contributing to the ineffective nature of TPD include but not limited to lack

of motivation among teachers to participate in professional learning attitude of teachers

regarding changes in pedagogy, the willingness on the part of teachers to learn as well as

perception of teachers relative to their professional identity (Maskit D, 2011). Johnson, (2013)

noted that the context and structure of a school has the tendency of determining how effective

teacher professional development could be. Clarke and Hollingsworth (2002) observed that

dearth of coordination and leadership, shortage of collegiality and the neglect of professional

development in certain schools have the potential of negatively affecting the motivation and

commitment of teachers to professional development.

23
Atta and Mensah (2011) identified teacher challenges in accessing teacher professional

development programmes to include but not limited to the inability of schools to factor PD into

the school calendar, inadequate funding sources by the government and lack of resources

bedeviling school leadership to sponsor teachers to take part in professional learning activities.

They added that limited number of teachers required to take part in professional development

programmes on behalf of the school thereby depriving the majority, inadequate information and

materials, lack of administrative support, delay in releasing allowance among others were some

of the barriers teachers faced in their bid to access TPD programmes. The length of time spent

has also been recognized as a major challenge facing teacher professional development activities.

Cohen and Hill (1998) observed that there is a direct link between the extent of time spent in the

PD experience and the utilization of methods of instruction in the classroom. Anderson, (2002)

identified challenges such as political and cultural drivers that inhibit TPD.

2.1.7 Conceptual model

The conceptual model below seeks to reveal the influence of teacher’s professional

Development methods on teaching and learning.

TEACHERS PROFESIONAL
DEVELOPMENT (TPD)

In-service training

Collaborative Learning
Communities
Teaching and learning
Workshops and
Seminars
24
 Mentoring and coaching

Fig1: Conceptual model

Source: Developed by the researcher

The above conceptual model empirically identified the influence of the various teacher’s

professional development methods such as in service training, Collaborative Learning

Communities, workshops and seminars, mentoring and coaching on teaching and learning. It

further shows the identified influence of the independent variables on the dependent variable.

2.2 Theoretical Frameworks Influencing

This study was guided by Guskey’s model of teacher change and Reflective Practice theory.

2.2.1 Guskey’s model of teacher change

This model was first proposed by Thomas Guskey in the mid-1980s. This model proposes

a sequential approach to how teachers undergo lasting changes in their beliefs and practices. It

emphasizes the importance of successful implementation as a catalyst for these changes,

contrasting with models that view teacher learning as a linear progression from knowledge

acquisition to practice. The core assumptions of this theory are that Professional Development

remains the starting point, where teachers are exposed to new ideas, strategies, or content

through workshops, courses, or other learning experiences. following the above stage, teachers

attempt to implement the new ideas or strategies in their classrooms. This might involve

planning lessons, adapting materials, or using new technology. Furthermore,

25
the model, emphasizes the importance of putting new knowledge into practice and just acquiring

it.

In relation of this theory to the study, Guskey (2002) opined that TPD programme has

three major goals. These are change in classroom practices of teachers, change in their attitudes

and beliefs, and change in the learning outcomes of students (Guskey, 2002). Therefore, one

may render an TPD programmeeffective if it leads to the improvement in teachers’ classroom

practices, better students’ learning outcomes, and change in teachers’ beliefs and attitudes

(Guskey, 2002; MoEST, 2017). According to Guskey (2002), the term learning outcomes may

have different connotations including academic achievement and active engagement of students

in the learning process. Guided by Guskey’s model (2002) this study investigated how TPD

contributes to the improvement of teacher’s classroom (learner- centred pedagogical) practices

and student learning outcomes in terms of active engagement in the learning process.

In the ever-evolving landscape of education, fostering lasting change in teacher practice is

paramount. Understanding how teachers learn and adapt their methods is crucial for designing

effective professional development programs (PDPs).

Challenging Traditional Views of Teacher Learning

Guskey's model breaks away from traditional linear models that view teacher learning as a

simple progression from acquiring knowledge to implementing it in the classroom. Instead, it

proposes a sequential approach that emphasizes the importance of successful implementation as

the catalyst for significant and lasting changes in teachers' beliefs and practices.

1. The Sequential Stages of Teacher Change

26
The model outlines a series of stages that teachers typically navigate during the process of

change:

2. Professional Development: This serves as the starting point. Teachers are exposed to new

ideas, strategies, or content through workshops, courses, or other learning experiences. Here, the

focus is on knowledge acquisition and understanding the potential benefits of these new

approaches.

3. Implementation: Following the initial exposure, teachers attempt to put the new ideas or

strategies into practice within their classrooms. This stage often involves significant planning

and adaptation. Teachers may need to revise existing lesson plans, modify materials to suit their

students' needs, or learn how to use new technology. Importantly, Guskey's model highlights that

putting knowledge into practice is essential for deeper learning and lasting change. Simply

acquiring new information through professional development is not enough.

4. Reflection and Refinement: This stage is crucial for solidifying the changes in teacher

practice. Teachers reflect on their experiences implementing the new strategies. They analyze

the impact on student learning, identify successes and challenges, and refine their approach

based on their reflections. This iterative process of implementation, reflection, and refinement is

central to Guskey's model.

5. Change in Beliefs and Attitudes: The culmination of successful implementation and

ongoing reflection often leads to a shift in teachers' beliefs and attitudes about teaching and

learning. When teachers see positive results from the new strategies, they become more

convinced of their effectiveness. This change in mindset fuels their motivation to continue using

and refining these practices.

27
Relevance of Guskey's Model of Teacher Change to this Research

Guskey's model of teacher change provides a valuable framework for understanding how

professional development programs can influence teaching and learning in Minna, Niger State.

1. Focus on Sustainable Change: Many professional development programs struggle to

produce lasting effects on teacher practice. Guskey's model emphasizes the importance of

changing teacher behavior first, followed by a shift in attitudes and beliefs based on the success

of the new practices (Guskey, 1986).

2. Student Learning Outcomes as the Driver: A core aspect of Guskey's model is the

emphasis on student learning as the key motivator for teacher change. Teachers are more likely

to adopt new practices if they see a positive impact on their students' achievement (Guskey,

2000). This aligns with your research goal of understanding the connection between professional

development and teaching and learning. By incorporating Guskey's model, you can explore how

effective programs provide teachers with the tools and support to improve student outcomes.

Informs Program Design: Guskey's model highlights the need for professional development

programs that provide opportunities for teachers to implement new practices, receive feedback

on their effectiveness, and reflect on their experiences (Guskey, 2000).

2.2.2. Reflective Practice theory

This theory was propounded by Donald Schon in 1983. This theory is often referred to as the

cornerstone of professional development in many fields, particularly education. The theory is

based on the idea that simply experiencing situations is not enough for true

learning (Little,2013). The main assumptions of this theory are:

28
 1. Learning from Experience: Reflective practice emphasizes learning by critically

examining our experiences. We don't just react to situations; we take time to analyze them

and extract valuable knowledge.

2. Critical Thinking: It encourages us to go beyond surface-level observations and ask

deeper questions. We consider different perspectives, analyze strengths and weaknesses,

and identify areas for improvement.

3. Development through Reflection: By reflecting on experiences, both positive and

negative, we can identify patterns, develop new strategies, and refine existing practices.

This continuous cycle fosters ongoing professional growth.

Based on the above, assumptions, this theory has remained beneficial to the

teaching profession as it according to Avalos(2011) help improve decision making abilities of

teachers, enhance their problem-solving skills, increase self -awareness and continuous skill

development. In application of this theory to the study, the reflective practice theory

equips teachers with the tools to learn from their experiences and translate those learnings into

meaningful action. It empowers teachers to become more effective and adaptable to the tenants

of the profession.

Relevance of Reflective Practice Theory to this Research

1. Bridges the Gap Between Theory and Practice: Professional development programs often

introduce teachers to new teaching methods or strategies. Reflective practice theory emphasizes

the importance of teachers critically analyzing these new approaches and reflecting on their

implementation in the classroom (Dewey, 1933). This process allows teachers to bridge the gap

between theoretical knowledge gained in professional development and its practical application

(Farrell, 2015).

29
2. Improves Teaching Effectiveness: Reflection allows teachers to analyze the impact of

their practices on student learning. By reflecting on successes and challenges, teachers can

identify areas for improvement and adapt their teaching methods to better meet the needs of their

students (Schön, 1987).

3. Informs Program Design: Reflective practice can be a powerful tool for evaluating the

effectiveness of professional development programs. By analyzing teacher reflections, program

developers can identify what aspects of the program worked well and what could be improved to

better support teacher learning and growth (Korthagen, 2001).

4. Teacher Ownership and Agency: Reflective practice empowers teachers to take

ownership of their professional development. By critically analyzing their experiences, they

develop their own teaching philosophies and become more autonomous and confident in their

practice (Farrell, 2019).

2.2.3 Relevance of The Theories to The Study

The above theories are relevant to this study in the sense that the Guskey’s model of

teacher change emphasizes that teachers should continually practice. This is because, by

engaging in professional development activities, teachers learn and experiment with new

teaching methods. This allows them to refine their practice, potentially leading to improved

student learning. On the other hand, Reflective Practice theory allows teachers to go beyond

simply acquiring new skills. It encourages them to analyze the "why" behind successful (or

unsuccessful) implementation, leading to a deeper understanding of the pedagogical principles at

play.

30
2.3 Review of Empirical Studies
In this section, studies on the subject matter are reviewed based on the authors findings,

methodology, purpose of the studies etc.

Emoruwa and Olakolu (2022) assessed the impact of Teachers’ Professional Development

Training on Knowledge and Skills of Primary School Teachers in Ondo State. This study

examined the impact of teachers’ professional development training on the knowledge and skills

acquisition of primary schools’ teachers in Ondo State, Nigeria. Descriptive survey research

design was used. From a population of One thousand, four hundred trained teachers, one hundred

and forty teachers were simple randomly selected for this study. Data were collected, using an

instrument titled Classroom Lesson Observation Checklist. Two research questions were set to

find out the impact of TPD on the selected teachers’ knowledge and skills as well as examine

whether there is any significant difference in the impact made on male and female teachers. The

results indicated that there was a significant impact of TPD on teachers’ knowledge and skills. It

also established that male teacher performed better in knowledge exhibition than their female

counterparts, while the female teachers demonstrated higher skills than the male teachers. Based

on these results, the following recommendations were made to government; TPD should be made

a continuous programme, more funds should be made available annually for the programme,

gender sensitivity in the selection of future trainees should be a priority. a functional monitoring

team be put in place for follow-up and schools should periodically organize interactive meetings

to brainstorm on any difficult areas expressed by the teachers. Keywords: Teacher’ professional

development, knowledge, skills and gender sensitivity.

Rani (2019) conducted a study on the Impacts of Professional Learning Activities on

Teachers’ Professional Development. The study sought to examine the influence of professional

learning activities in teachers’ professionalism on their professional development. The data was

31
collected through questionnaire distributed to 50 English teachers in Parepare, South Sulawesi.

The questionnaire was adapted from TALIS (2010) which covers items requiring the

participants’ professional activities both formal and informal. The result shows that there is a

large impact of six professional learning activities (courses, conferences, network participation,

research, mentoring, and reading journal), a moderate impact of one professional learning

activity, and a small impact of one professional activity. It also depicts the high level of need of

four learning activities, namely content and performance in subject field, knowledge and

understanding of subject field, knowledge and understanding of instructional practice, ICT skills.

There are two learning skills with a moderate level of need (student assessment practice and

teaching in multicultural setting) and five learning activities with a low level of need (classroom

management, teaching students with special learning needs, students’ discipline and behavior

problems, school management an administration and student counseling.

Benedict et al (2021) examined the influence of Teacher Professional Development on

Teaching and Learning in Public Technical Institutes in the Upper West Region, Ghana. The

study examined the influence of teacher professional development on teaching and learning in

public Technical Institutes in the Upper West Region, Ghana. The study adopted the concurrent

mixed method design, utilizing both quantitative and qualitative data sets. The study was

conducted between September 2019 to September 2020 in two technical institutes, namely, St.

Basilide’s Technical Institute and the Wa Technical Institute in the Nadowli-Kaleo district and

Wa Municipality respectively. The study sought to find out the type of TPD that teachers in

public Technical Institutes in the Upper West Region participate in; evaluate the relationship

between TPD and teaching and learning; as well as assess the challenges confronting teachers

relative to access to professional development programmes. Evidence was obtained through the

use of interview as well as open and closed ended questions and a 5-point Likert scale. A sample
32
size of 220 was obtained from a total target population of 1,072 at 95% confidence level and 5%

margin of error. Results: The findings showed that teachers in public Technical Institutes have

considerable access to teacher professional development provided by the Ghana Education

Service (GES), Ghana National Association of Teachers, Non-Governmental Organizations,

Subject Associations, among others. Like the teachers, majority of the students have a very

positive account about how well their teachers teach and how well they themselves are learning.

It was found that a highly significant positive relationship (r (44) =.745, p˂.01 given ɑ =.01 and

p-value=.000) exists between teachers’ participation in teacher professional development and

teaching and learning. Furthermore, the study also showed a Kendall’s Coefficient of

Concordance (W) of 0.212 in the ranking of challenges or barriers affecting teacher professional

development. The study contends that GES should put in place policies to encourage teachers to

participate in professional development programs; the GES should also encourage and partly

fund individual schools particularly technical institutes to conduct subject-based in-service

training for teachers among others.

Oluwatoyin, (2022) conducted a study on Exploring the Teacher Professional

Development Activities: Perspectives of Nigerian High School Teachers. The study sought to

establish teachers’ perspectives on professional development activities. The study adopted an

interpretive qualitative approach to explore teachers' views on the phenomenon. The study

engaged three heads of departments in semi-structured interviews and five teachers in a focus

group interview to explore teachers’ lived experiences of professional development. The study

employed andragogy as the theoretical framework to understand teachers' views on workshops,

subject association meetings, conferences and other professional development activities they

attended. Thematic analysis of the data was carried out systematically to generate themes from

the findings. Teachers did not regularly attend annual professional development activities. The
33
contents of the professional development activities did not adequately address teachers’ needs for

dynamics in the classroom. It is therefore recommended that teachers’ classroom practices be

assessed by their heads of departments, vice principals/principals or subject specialists to

determine how their classroom practices could be enhanced. The frequency of professional

development activities for teachers should be increased every year, to improve their classroom

practices.

Obineme (2021) examined the impact of teacher professional development on teaching

and learning in junior secondary schools in Anambra State. The study was guided by four

research questions and one hypothesis was tested. The study adopted the descriptive survey

design. The population of the study comprised of 4,095 junior secondary school teachers in the

school. Multi stage procedure involving proportionate sampling and simple random sampling

(balloting without replacement) were used to draw the sample. This amounted to 180 teachers as

sample for the study. Instrument used for data collection was a 20 item questionnaire distributed

to 180 junior secondary school teachers. Out of this number, 158 were duly completed, returned

and used for the study. The instrument for the study was tagged Impact of Teacher Professional

Development on Teaching and Learning (ITPDTL) with reliability coefficients of 0.76, 0.74,

0.68 and 0.73 for the four clusters and an overall coefficient of 0.72. The reliability was

determined using Cronbach Alpha technique. Analysis of data collected was done g arithmetic

mean scores to answer the four research questions while t-test was used in testing the hypothesis

at 0.05 alpha level. Findings revealed among other things that to a high extent, teachers are

aware of terms like instructional material, teaching methodology, evaluation and classroom

management. Findings also revealed that most teachers, to a high extent lacked the professional

development in these areas due to lack of consistent re-training exercise. It also revealed that

year of experience has been helpful in teaching profession. Based on these findings, it was
34
recommended among others that teachers need retraining workshops on uses of instructional

materials, sensitization on methods of teaching, use of different evaluation strategies and

exposed to classroom management practices to effectively manage students in their classes.

Simeon et al (2021) conducted a study on Teachers’ Participation In Professional

Development Programme And Its Impediments For Quality Instructional Delivery In Secondary

Schools In Rivers State. The study adopted a descriptive research design. The population of the

study was 5,216, respondents comprising principals and teachers in Secondary Schools in Rivers

East Senatorial Zone. The simple size was 298 (256 teachers and 42 principals) respondents

drawn through disproportionate sampling technique from 42 secondary schools in 4 local

government areas in the senatorial zone representing 70% of the principals and 5% of the

teachers. The disproportionate random sampling technique was employed because the strata of

the population were dispersed in their distribution in the 42 schools. Teachers’ Participation in

Professional Development Programme and its Impediments for Quality Instructional Delivery

Questionnaire (TPPDPIQIDQ) was used for data collection. The questionnaire was face

validated by experts in the relevant areas. The reliability coefficient of 0.71 was computed for

TPPDPIQIDQ. Data obtained from the respondents were analyzed using mean statistics while

the hypothesis was tested using z-test statistics at 0.05 level of significance. Findings indicated

that Based on the findings of the study, it was concluded that teachers’ professional development

is very relevant and indispensable in the actualization of quality instruction in secondary schools

in Rivers State. Teachers’ professional development has been proven to constantly enhance

teachers’ development and teaching practices. Teachers’ professional development has been

faced with series of challenges that impede teachers participating in development programmes. It

was recommended that teachers should be encouraged by principals through nominations to

participate in workshops for quality instructional delivery in our schools. Similarly, state
35
government should increase the frequency of training programmes such as workshop, seminars,

conferences, etc. Training allowance should be approved for teachers to enhance their

participation in development programmes. Since the teachers’ participation enhances

instructional delivery, state government education stakeholders and public-spirited individuals

should collaborate to promote teachers’ participation in programmes that will improve them.

Oluwole et al (2017) conducted a study on the influence of teachers’ professional

development on students' academic achievement in secondary schools in Benue and Nasarawa

state, Nigeria. Two research questions and two hypotheses guided the study. Descriptive survey

research design was adopted for the study. The population of the study comprised 8,335 teachers

from 709 secondary schools in Benue and Nasarawa State of Nigeria. A sample of 417 teachers

was used for the study. A 10-item structured questionnaire developed by the researcher tilted

“Influence of Teachers’ Professional Development Questionnaire (ITPDQ)” was used for data

collection. Descriptive statistic of mean and standard deviation were used to answer the research

questions while the chi-square (χ 2 ) test of goodness of fit was used to test the hypotheses at .05

level of significance. The findings indicated that teachers’ attendance to conference and

workshop has significant influence on students’ academic achievement in secondary school in

Benue and Nasarawa State. It was recommended among others that government should

endeavour to provide adequate funds for sponsorship of teachers on workshops and seminars so

as to enhance students’ better academic achievement in schools.

Eboatu and Ozigbo (2015) conducted a study on Improving Teachers’ Professional

Performance In Aguata Local Government Area: Problems & Prospects. The study study was

designed to determine the problems that militate against proper admission, recruitment, training

and retention of qualified teachers and the prospects for improved teacher performance in Aguata

36
Local Government Area of Anambra State, Nigeria. Three research questions guided the study

which adopted the descriptive survey design. The total population of this study consisted of

seventy-two (72) educational administrators. There was no sample for the study because the

population was small and manageable. A structured questionnaire was used for data collection,

while the mean statistical analysis was employed to answer the research questions. The result

showed that entry into Teacher Education Institutions and recruitment into the Teaching Service

were not regulated and that retraining of teachers for continuing development was not

undertaken. Based on the findings, the researchers recommended amongst other things, that entry

into the profession be regulated, the curricula of Teacher Education Institutions be reviewed and

upgraded and that teacher’s Mandatory Continuing Professional Development be

institutionalized.

Uyai (2017) conducted a study on continuing professional development for teachers: a

catalyst for effective instructional delivery in Nigeria. The examined teacher professional

development in Nigeria as a means of improving quality teacher education which will in turn

improve quality of instructional delivery. The education and professional development of any

teacher is seen by the researcher as a lifelong task. Therefore, should be structured and resourced

accordingly to keep teachers up to date with the skills required in a knowledge-based society.

The researchers take a look at the important of CPD, the objectives, CPD within schools,

planning and ways of organizing effective CPD to make teachers feel valued and keep their

subject knowledge and teaching practice so that they can continue to function in a professional

way throughout their careers.

Eveline and Demetria (2021) conducted a study sought to examine the Influence of

Teacher’s Professional Development Practices on their Job Performance in Nyamagana District,

37
Mwanza Region. The study employed convergent parallel design under the mixed methods

approach to help collect and analyze both quantitative and qualitative data strands. Stratified

random sampling and simple random sampling techniques were used to sample public secondary

schools and teachers while purposive sampling techniques were used to sample heads of schools

and the District Education Officer. Data was collected through the use of questionnaires and in-

depth interview guides. The quantitative data was analyzed with the aid of Statistical Package for

Social Sciences (SPSS) while qualitative data were analyzed through thematic analysis of the

specific objectives. The findings revealed that training the workforce (teachers) has the most

impact on different dimensions like; improvement of teaching strategies, reduces teachers’

burnout, stress and turnover, improves teachers’ effectiveness and improves overall teacher’s

personnel. Henceforth, regular performance appraisals in schools enable teachers to improve

themselves in classroom management, simplifies supervision, evaluation and assessment process,

improves proper communication and it also ensures teachers’ discipline at work. At last the study

recommended that the ministry of education, science and technology, education stakeholders in

conjunction with school administrators (district educational officer and heads of schools) to

regularly organize and facilitate formative in-service training for teachers to enhance their job

performance.

Hence, relating the above empirical reviews to the study, it becomes pertinent to note that, the

influence of Teachers professional development on teaching and learning remains established in

extant literature. However, teachers’ personal development techniques like collaborative

communities, workshops and seminars, in -service training remain un explored.

2.4 Summary of Reviewed Literature

38
 Teacher Professional Development (TPD) is deemed a very important element geared

towards ensuring that schools are of high quality relative to teaching and learning. Teacher

professional development has gained significant global recognition as a critical tool for

supporting students’ success. This requires refined forms of instruction to enhance the

competencies of students in terms of command of demanding content, critical thinking,

complicated problem-solving, collaboration as well as self-direction. Successful in their day-to-

day teaching in school, they need to be engaged in professional development that is sustainable

and intensive within the school system. It is also identified that professional development

programme design elements that are based on content specific, inquiry learning, collaborative

involvement, and in line with school policies have the potential of maximizing teacher learning

and teaching practices as well as student learning outcomes. In fact, many African countries

have, from the 1980s, operated in an austere financial environment coupled with

underdevelopment, but still committed to ensuring the provision of universal basic education for

their citizens (Lim et al., 2020).

A lot of African countries have common issues relative to improvement in the quality and

equity of education. The supply of professional development in Sub-Saharan Africa, with

specific reference to West Africa, needs to be viewed within the context that it varies from

professional development that is provided in the United States of America and the European

countries.

These global challenges require the Nigeria Federal Ministry of Education to adopt creative

strategies aimed at improving staff knowledge and building their capacity through continuous

professional training. Continuing Professional Development (CPD) for teachers has been

recognized as an important tool as far as reforms and school improvements are concerned

particularly because of the fact that student learning coupled with their success are largely due to

39
how effective their teachers are. There is evidence to the effect that a positive connection exists

between Teacher Professional Development (TPD) and students’ academic achievements

(Panthee, 2022). It is therefore important that teachers are well informed about the dynamics of

society since by their profession they prepare people to meet societal needs.

Teachers’ professional development is a process of improving both the teachers’

academic excellence and the acquisition of greater competence and efficiency. According to

Sysko (2018), TPD is the development that takes place as the teacher progresses through the

professional career cycle. Lambert (2003,) stresses that professional development “includes

learning opportunities that can be found in collegial dialogues, coaching episodes, joint decision-

making groups, reflective diaries, parent forums, or other such occasions.” TPD improves

teachers’ ability to grow in their subject-matter expertise as well as their knowledge, abilities,

attitudes, approaches, and tactics. According to Head and Taylor (1997), teacher professional

development is a continuous process through which teachers continue to advance by their own

free will. It aids in the development of teachers varied professional competencies. Teachers can

improve their teaching abilities and stay in the profession by participating in ongoing

professional development initiatives.

40
 CHAPTER THREE
METHODOLOGY

3.1 Introduction

The chapter focuses on the methodology adopted for this study. This appears in the

following sub-headings: research design, study setting, and population of the study, sample size

determination, sampling techniques, method of data collection and techniques of data analysis as

well as problems encountered in the study.

3. 2 Research design.

Research design Descriptive survey research design has adopted for the study. descriptive

survey research is an aspect of quantitative research which involves the study of people or items

by collecting and analyzing the data from few people or items considered to be representative of

the entire group (Anikueze,2014)

3.3 Population of the study.

41
 The population for the study comprises of 1688 secondary schools teachers in 10

secondary schools in Minna Niger state. The above figure was obtained from the state secondary

education board SUBEB as at the time of this study.

3.4 Sample and Sampling Techniques

A sample of 323 public secondary school teachers will be selected for this study using

Yaro yammene formulae for sample size determination which is indicated below:

n=N/ (1+N [(e) ^2)

n = sample size

N = total population

1 = constant unit

(e) 2 = sampling error

Therefore:

n = (1688)/ (1+1688(0.05)] ^2)

n = (1688)/ (1+1688 (0.0025)

n = (1688)/ (1+1688 X 0.0025)

n= (1688)/ (5.22)

n = (1688)/5.22

n = 323.4

42
 Therefore, the sample size of the study is 323.

3.5 Research Instrument

A 20 item structured questionnaire was developed for this study. The questionnaire was

divided into two sections. Section A comprised respondents’ demography, while section B

comprised respondents’ opinion on the influence of the independent variables on the dependent

variable.

3.6 Validity of Instruments

The instrument will be given out of experts to scrutinize in terms of comprehensiveness

(content validity) and appropriateness (face validity) The observation will be noted and used to

determine the validity of the instruments.

3.7 Reliability of instruments

The questionnaire will be pilot tested on a sample of 30 respondents in two schools

outside the ones sampled for the Study but within the same population scores from the pilot

tested questionnaire was determine the reliability of the instrument using cronbach’s alpha

method. The coefficient of reliability was given as .70 for all items on the research instrument.

Thus, the research instrument is termed reliable.

3.8 Method of Data Collection

43
 The researcher will personally administer the questionnaire to the students and collect

them after they have been responded to for the purpose of collection for analysis. The

questionnaire was developed using a four-point Likert scaled format using the following format

SA strongly agree, A, Agree, D, Disagree and SD, Strongly Disagree

3.9 Method for Data Analysis

Descriptive statistics of mean and standard deviation will be used to answer the research

questions developed for the study while Pearson product moment correlation analysis statistics

will be employed in testing the hypothesis tested at 0.05 level of significance to ascertain the

influence of the independent variables on the dependent variable.

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS

4.1 Demographic Data

A total of 323 copies of questionnaires were administered on respondents and 300 was

properly filled and returned thereby obtaining a response rate of 93 percent. The high response

rate was due to the researcher’s immediate follow up on teachers for questionnaire collection.

Table 1: Demographic information based on their demography

Demographics Frequency Percent (%)

Gender
Male 137 45.7
Female 163 54.3
Total 300 100%

44
 Class taught
Junior secondary 102 34.0
Senior secondary 114 38.0
Both 84 28.0
Total 300 100%

Years of experience
1 -3 years 126 42.0
4 -6 years 120 40.0
7 years& above 54 18.0
Total 100 100%

Place of employment:
St. Clement Secondary Schools Gbaiko 30 10.0
Mawo International Schools 30 10.0
Bosso Secondary School Bosso 30 10.0
Ahmadu Bahago Secondary School Chanchaga 30 10.0
Government Secondary School Bosso 30 10.0
Government Day Secondary School 30 10.0
Chanchaga
Government Girls Secondary School 30 10.0
Chanchaga
Baptist Secondary School Bosso 30 10.0
Brighter International Schools Chanchaga 30 10.0
Himma International Schools Chanchaga 30 10.0
Total 300 100%

Source: Field survey, 2024

Table 1 shows the distribution of respondents based on demography. Out of 300 respondents

surveyed, 137 respondents representing 45.7 per cent were male and 163 respondents

representing 54.3 percent were female.

45
 Out of 300 respondents surveyed. 102 respondents representing 34.0 percent taught Junior

secondary, 114 respondents representing 38.0 per cent taught senior secondary, while 84

respondents representing 28.0 percent taught both junior and secondary classes

Out of 30 respondents surveyed. 126 respondents representing 42.0 percent had 1 -3 years of

experience, 120 respondents representing 40.0 percent had had 4 -6 years of experience and 54

respondents representing 18.0 percent had 7years experience and above.

Out of 300 respondents surveyed. 30 respondents representing 10.0 percent were selected across

the 10 schools considered. They are; St. Clement Secondary Schools Gbaiko, Mawo

International Schools, Bosso Secondary School Bosso, Ahmadu Bahago Secondary School

Chanchaga, Government Secondary School Bosso, Government Day Secondary School

Chanchaga, Government Girls Secondary School Chanchaga, Baptist Secondary School Bosso,

Brighter International Schools Chanchaga and Himma International Schools Chanchaga

4.2 Descriptive Analysis and Answers to Research Question

Research question 1: To what extent does in-service training influence teaching and

learning in Minna, Niger State?

Table 2: Descriptive Analysis on In-service training

S/N Items SA A D SD Mean S.D Remark

1 I was trained in the course of my 105 104 36 45 2.83 1.35 Accept
teaching job

2 Periodic in-service trainings are 97 124 17 62 2.85 1.41 Accept

organized for us teachers in my
school

3 The provided materials and 187 57 34 22 3.36 1.37 Accept

46
 resources from the in-service
trainning s were helpful and
relevant in my profession

4 The in-service trainings I get from 106 132 24 38 3.02 1.35 Accept
my school helps me overcome the
challenges I get in my job..

Cumulative mean 3.01 1.37

Decision rule: Mean < 2.50 =Disagree; Mean > 2.50 = Agree.

Table 2 above shows views of respondents on the extent to which in-service training

influence teaching and learning in Minna, Niger State. It is observed from the table that the

mean responses of the respondents for items 1 to 4 were above 2.50 mean decision rule.

Furthermore, the cumulative mean is 3.01 and the standard deviation is 1.37 This implies that

in-service training has a high influence on teaching and learning in Minna, Niger State.

Research question 2: How does Collaborative Learning Communities influence teaching and

learning in Minna, Niger State?

Table 3: Descriptive Analysis on Collaborative Learning Communities

S/N Items SA A D SD Mean S.D Remark

5 All member teachers of our 127 129 21 43 3.26 1.21 Accept
Collaborative Learning
Communities actively participate
in discussions and share ideas on
challenges in the teaching
profession.

6 There is sufficient time allocated 82 171 6 41 2.98 1.14 Accept

47
 for focused discussions during our
collaborative meetings.

7 All members of my CLC actively 97 124 17 62 2.85 1.41 Accept

participate in discussions and
share ideas about the teaching
profession

8 CLC facilitated the sharing of 187 57 34 22 3.36 1.37 Accept

effective instructional strategies
among teacher
Cumulative mean 3.11 1.29
Decision rule: Mean < 2.50 =Disagree; Mean > 2.50 = Agree.

Table 3 above shows views of respondents on how collaborative learning communities

influence teaching and learning in Minna, Niger State. It is observed from the table that the mean

responses of the respondents for items 5 to 8 were above 2.50 mean decision rule. Furthermore,

the cumulative mean is 3.11 and the standard deviation is 1.28 This implies that Collaborative

Learning Communities has a high influence on teaching and learning in Minna, Niger State.

Research question 3: In what ways does Workshop and seminars’ influence teaching and

learning in Minna, Niger State?

Table 4: Descriptive Analysis on Workshop and Seminars

S/N Items SA A D SD Mean S.D Remark

9 The content for the seminars and 105 104 36 45 2.83 1.35 Accept
workshop I attend are relevant to
my teaching needs.

10 The presenter(s) in the workshops 104 81 54 61 2.76 1.44 Accept

and seminars attended were
knowledgeable and engaging

48
 throughout their sections

.
11 The workshop/seminars I usually 139 89 29 43 3.08 1.37 Accept
attend provided practical
strategies I can use in my
classroom.

12 The materials and resources 118 99 10 73 2.87 1.53 Accept

obtained in the
seminars/workshops attended
were helpful in delivering my
duties in class.
Cumulative mean 2.89 1.42
Decision rule: Mean < 2.50 =Disagree; Mean > 2.50 = Agree.

Table 4 above shows views of respondents on how workshop and seminars’ influence teaching

and learning in Minna, Niger State. It is observed from the table that the mean responses of the

respondents for items 9 to 12 were above 2.50 mean decision rule. Furthermore, the cumulative

mean is 2.89 and the standard deviation is 1.28 This implies that workshops and seminars has a

high influence on teaching and learning in Minna, Niger State.

Research question 4: How does Mentoring and Coaching influences teaching and learning in

Minna, Niger State?

Table 5: Descriptive Analysis on Mentoring and Coaching

S/N Items SA A D SD Mean S.D Remark

13 The teachers mentoring/coaching 131 95 12 62 2.98 1.45 Accept
program I usually attend is well-
organized and easy to understand

14 There is sufficient time allocated 106 132 24 38 3.02 1.25 Accept

for mentoring/coaching meetings
in the school I teach

15 I feel very comfortable discussing 115 114 39 32 3.04 1.21 Accept

49
 my work challenges with my
mentors in school

16 The teacher’s mentorship 119 107 32 42 3.01 1.33 Accept

programs I attend provides
adequate training and resources
for teachers.
Cumulative mean 3.01 1.31
Decision rule: Mean < 2.50 =Disagree; Mean > 2.50 = Agree.

Table 5 above shows views of respondents on how mentoring and coaching influence teaching

and learning in Minna, Niger State. It is observed from the table that the mean responses of the

respondents for items 9 to 12 were above 2.50 mean decision rule. Furthermore, the cumulative

mean is 2.89 and the standard deviation is 1.28 This implies that mentoring and coaching has a

high influence on teaching and learning in Minna, Niger State.

Table 6: Descriptive Analysis on Teaching and learning

S/N Items SA A D SD Mean S.D Remark

17 I feel confident in my 105 118 33 42 2.94 1.33 Accept
ability to deliver the
curriculum effectively.

18 I create a positive and 125 90 31 54 2.95 1.42 Accept

engaging learning
environment in my
classroom.

19 I am able to effectively 139 102 10 49 3.18 1.33 Accept

assess student learning

50
 and provide meaningful
feedback.

20 I am familiar with 105 108 6 81 2.79 1.51 Accept

various teaching methods
and can adapt them to
different learning styles.
Cumulative mean 2.97 1.40
Decision rule: Mean < 2.50 =Disagree; Mean > 2.50 = Agree

Table 6 above shows views of respondents on how teaching and learning in Minna, Niger

State. It is observed from the table that the mean responses of the respondents for items 17 to 20

were above 2.50 mean decision rule. Furthermore, the cumulative mean is 2.97 and the

standard deviation is 1.39. This implies that teaching and learning is high in Minna, Niger

State.

4.3 Hypotheses Testing

In this section, the hypotheses stated in the study are tested using Pearson product

moment correlation analysis at a 0.05 level of significance.

H01: In-service training does not significantly influence teaching and learning in Minna, Niger

State.

Table 7: Pearson product moment correlation analysis showing the influence of Inservice

training on teaching and learning in Minna, Niger State.

S/N Variables N r Sig Decision Conclusion

1 In- Service Training 300 0.677 0.000 Reject H01 Significant
2 Teaching and Learning 300
**. Correlation is significant at the 0.01 level (2-tailed

Table 7 shows the Pearson Product Moment Correlation analysis used to examine the influence

of In-service training on teaching and learning in Minna, Niger State. Results indicated that the

51
 coefficient of Pearson’s product moment correlation ( r )was given as 0.677. the p-value was

given as 0.000. This value is below 0.05 level of significance. Hence, hypothesis 1 was rejected

indicating that in-service training significantly influences teaching and learning in Minna,

Niger State.

H02: Collaborative Learning Communities do not significantly influence teaching and learning in

Minna, Niger State.

Table 8: Pearson product moment correlation analysis showing the influence of

Collaborative Learning Communities on teaching and learning in Minna, Niger State.
S/N Variables N r Sig Decision Conclusion
1 Collaborative Learning 300 0.674 0.000 Reject H02 Significant
Communities
2 In-Service Training 300

Table 8 shows the Pearson Product Moment Correlation analysis used to examine the influence

of collaborative learning communities on teaching and learning in Minna, Niger State.. Results

indicated that the coefficient of Pearson’s product moment correlation ( r ) was given as 0.674 .

the P-value was given as 0.000. This value is below 0.05 level of significance. Hence,

hypothesis 2 is rejected meaning that in-service training significantly influences teaching and

learning in Minna, Niger State.

H03: Workshop and seminars does not significantly influence teaching and learning in Minna,

Niger State

Table 9: Pearson product moment correlation analysis showing the influence of

Workshops and Seminars on teaching and learning in Minna, Niger State.
S/N Variables N r Sig Decision Conclusion
1 Workshop sand 300 0.631 0.000 Reject H03 Significant
Seminars
2 In-Service Training 300

Table 9 shows the Pearson Product Moment Correlation analysis used to examine the influence

of workshops and seminars on teaching and learning in Minna, Niger State. Results indicated

52
 that the coefficient of Pearson’s product moment correlation ( r ) was given as 0.631 . the P-

value was given as 0.000. This value is below 0.05 level of significance. Hence, hypothesis 3 is

rejected meaning that workshop and seminars significantly influences teaching and learning

in Minna, Niger State.

H04: Mentoring and Coaching does not significantly influence teaching and learning in Minna,

Niger State.

Table 10: Pearson product moment correlation analysis showing the influence of
Mentoring and Coaching on teaching and learning in Minna, Niger State.
S/N Variables N r Sig Decision Conclusion
1 Mentoring sand 300 0.562 0.000 Reject H04 Significant
Coaching
2 In-Service Training 300

Table 9 shows the Pearson Product Moment Correlation analysis used to examine the influence

of mentoring and coaching on teaching and learning in Minna, Niger State. Results indicated

that the coefficient of Pearson’s product moment ( r ) was given as 0.562 . the P-value

(probability value) was given as 0.000. This value is below 0.05 level of significance. Hence,

hypothesis 4 is rejected meaning that mentoring and coaching significantly influences

teaching and learning in Minna, Niger State.

4.4 Discussions of findings

The first hypothesis reveals that In-service training significantly influence teaching and

learning in Minna, Niger State. This finding underscores the importance of professional

development for educators. In-service training provides teachers with the opportunity to enhance

their skills, knowledge, and teaching methodologies, which in turn can positively impact student

outcomes. Based on the above, Okwuanaso and Igwebuike (2017) opined that in-service training

allows educators to stay updated with the latest research, teaching techniques, and educational

53
trends. Continuous learning not only improves teachers' abilities to deliver quality instruction but

also keeps them motivated and engaged in their profession. In-service training provides

opportunities for teachers to collaborate with colleagues, share best practices, and learn from

each other's experiences. Building a supportive professional community fosters continuous

improvement and innovation in teaching and learning. ( Naoreen,et al, 2019).

Supporting the above finding, Ajani et al (2018) in their study on Impacts of In-service

Trainings of Secondary Schools’ Teachers on Academic Performance of Students in Lagos State,

Nigeria revealed that in-service training remains a contributing factor to high level of academic

performance of students; they further maintained that in-service training empowers the teachers

with instructional tasks delivery skills that make them competent, thereby attaining the expected

goals of education. These in-service trainings include various workshops, seminars, lesson study,

conferences that promote necessary skills, knowledge, attitudes and values that help to deliver

quality education in the classroom. Hence, they recommended that these trainings which promote

consistent acquisition of knowledge, skills, values, right attitudes and potentials needed for

academic excellence, should be specifically designed to address the needs of teachers to promote

teaching and learning effectiveness.

The second hypothesis reveals that collaborative Learning communities significantly

influence teaching and learning in Minna, Niger State. This finding reflects the power of

collaboration and collective learning among educators. This is because, collaborative learning

communities, where teachers work together to share knowledge, resources, and best practices,

have a profound impact on both teaching practices and student outcomes. This finding is in line

with the view of Olanrewaju (2019) who opined that collaborative learning communities provide

a supportive environment for teachers to share their experiences, challenges, and successes. By

54
engaging in discussions and collaborative problem-solving, educators can gain valuable insights

and strategies to improve their teaching practices. This peer support fosters continuous

professional growth and development. According to Stoner (2017) in collaborative learning

communities, teachers have access to a wealth of resources and expertise that they can leverage

to enhance their teaching. Whether it's lesson plans, instructional materials, or innovative

teaching strategies, the collective knowledge of the community enriches the teaching repertoire

of individual educators. This shared pool of resources promotes innovation and creativity in the

classroom. Collaborative learning communities contribute to the creation of a positive school

culture and climate characterized by trust, collaboration, and mutual respect. When educators

collaborate effectively, they model the importance of teamwork and collaboration for their

students, fostering a sense of belonging and community within the school environment

(Ifamuyiwa & Akinsola, 2018).

Supporting the above finding, Sabainah et al (2021) in their study on the effect of

collaborative teaching on secondary school students’ achievement in and attitude towards

mathematics revealed that a significant difference exists in students’ attitude to mathematics with

the use of collaborative strategy. Thus, they recommended that Mathematics teachers should

ensure proper enhancement of collaborative strategy with thorough monitoring of the students in

order to improve their performance in the subject.

The third hypothesis reveals that workshop and seminars significantly influence teaching and

learning in Minna, Niger State. This finding is supported by Osuji (2019) who opined that

workshops and seminars provide teachers with targeted training and learning experiences that

can enhance their teaching practices and ultimately improve student learning. Workshops and

seminars offer focused learning opportunities on specific topics or areas of interest. Whether it's

55
classroom management techniques, curriculum development, or innovative teaching strategies,

these sessions provide teachers with in-depth knowledge and practical skills that they can

directly apply in their classrooms (Oswal & Iyang, 2015). The targeted nature of workshops and

seminars ensures that educators receive relevant and actionable information to enhance their

teaching practices. In line with the above, Stes (2017) opined that workshops and seminars often

employ interactive and engaging formats, such as hands-on activities, group discussions, and

collaborative problem-solving exercises. This active learning approach promotes engagement

and participation among participants, allowing them to actively apply new concepts and ideas in

a supportive learning environment. The interactive nature of these sessions enhances knowledge

retention and encourages reflective practice among educators (Osuji (2019).

Supporting the above finding Shantz, and Latham (2019) opined that Workshops and seminars

encourage teachers to explore innovative pedagogical approaches and instructional technologies

that can enhance student engagement and learning outcomes. By exposing educators to new

ideas and methodologies, these events inspire creativity and experimentation in the classroom.

Teachers learn how to adapt their teaching practices to meet the diverse needs of their students

and create dynamic learning environments.

The fourth hypothesis reveals that Mentoring and Coaching significantly influence

teaching and learning in Minna, Niger State. This finding underscores the profound impact of

personalized support and guidance on educators' professional growth and student outcomes.

Mentoring and coaching programs provide structured opportunities for experienced educators to

support and guide their less experienced colleagues, helping them navigate challenges, refine

their teaching practices, and ultimately improve student learning. Supporting the above premise,

Eleyan and Eleyan (2021) opined that Mentoring and coaching offer individualized support

56
tailored to the specific needs and goals of each educator. Unlike one-size-fits-all professional

development approaches, mentoring and coaching programs allow for personalized guidance and

feedback that address the unique strengths and challenges of teachers. This personalized support

enhances teachers' confidence, competence, and effectiveness in the classroom.

Furthermore, Mentoring and coaching encourage educators to engage in reflective

practice, where they critically examine their teaching methods, pedagogical approaches, and

student interactions. Through guided reflection and dialogue with their mentors or coaches,

teachers gain insights into their teaching practice, identify areas for growth, and develop

strategies for improvement. This reflective process fosters continuous learning and professional

development (Carmel, & Paul, 2017). Supporting the above finding, Gamage et al, (2021) in

their study on mentoring and coaching as a learning technique in higher education: the

impact of learning context on student engagement in online learning revealed that coaching

and mentoring has been regarded as one of the key learning techniques in the modern

learning environment. Thus, the study revealed that the mentor’s ability to facilitate learning

and encourage mentees to be focused on their goals were the most significant factors that

affected student engagement in online learning. In total, 43% of the respondents extremely

agreed that they are willing to recommend their colleagues to receive the service of a mentor

to help them reach their optimum potential in an online learning environment. The study

further recommended that higher educational institutes should administer a sound mentoring

process that meets the ethical backgrounds to consistently support the continuous

improvement of the students in an online learning environment to enhance their engagement

in learning activities.

57
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

This study on the influence of Teachers professional development on teaching and learning

in Minna, Niger State., focused on determining the influence of In-service training Collaborative

learning communities, Workshop and seminars, Mentoring and coaching on teaching and

learning in Minna, Niger State. Based on the above, the descriptive survey research design was

adopted in the study to enable the researchers to select sample from the population from all

segments of the study. The sample size of the study is 343 teachers from 10 secondary schools in

Minna, Niger State. Pearson product moment correlation analysis in the statistical package for

social sciences version 22 was used to analyze the data obtained through the use of a
58
questionnaire. The findings of the study revealed that In-service training, Collaborative learning

communities, Workshop and seminars, Mentoring and coaching significantly influences teaching

and learning in Minna, Niger State.

5.2 Conclusion

In conclusion, the influence of teachers' professional development on teaching and learning

in Minna, Niger State, is deeply intertwined with key variables such as in-service training,

collaborative learning communities, workshops and seminars, and mentoring and coaching.

In-service training equips educators with updated pedagogical knowledge, teaching techniques,

and content expertise, enabling them to deliver quality instruction that meets the diverse needs of

students. Collaborative learning communities foster a culture of sharing best practices,

collaboration, and mutual support among teachers, which not only enhances their professional

growth but also creates a conducive environment for innovative teaching approaches to flourish.

Workshops and seminars provide valuable opportunities for teachers to engage in ongoing

learning, gain exposure to emerging trends and research in education, and refine their skills in

specific areas of interest or need. Mentoring and coaching programs offer personalized guidance

and support, empowering teachers to reflect on their practice, set goals, and receive constructive

feedback for continuous improvement.

Together, these variables form a comprehensive framework for enhancing teaching effectiveness

and student learning outcomes in Minna, Niger State. However, for sustainable impact, it is

59
crucial for educational stakeholders to prioritize and invest in robust professional development

initiatives that are responsive to the evolving needs of teachers and students.

5.3 Recommendations

Based on the above findings and conclusion of the study, the following recommendations are

proffered;

1. The State Ministry of education should provide focused training on specific topics

identified through teacher needs assessments. This could cover areas like curriculum

implementation, technology integration, or differentiated instruction. This will help boast

teaching and learning in schools.

2. The State Ministry of education should establish professional learning communities

(PLCs) within schools or across districts. This will allow teachers to share best practices,

observe each other's classrooms, and collaboratively solve problems hindering teaching

and learning.

3. School principals should encourage mentorship in schools by pairing experienced

teachers with new or struggling teachers. With this, mentors can offer guidance,

feedback, and support on a more personalized level.

4. The State Ministry of education should periodically conduct serminars and workshops for

teachers in order to enable them network with colleques and proffer solutions to

challenges encountered during teaching.

5.4 Limitations of the study

60
 The major limitations experienced in this study was the challenges of insecurity, the area of

study was focused on schools in Minna local Government area of Niger state, however to avoid

this, the researcher selected schools that were not within the areas affected by insecurity. This

enabled the researcher to adopt major public schools within the local government area with large

response rates.

5.5 Contribution to knowledge

This study contributes to knowledge by advocating for the combination of in-service training,

collaborative learning communities, workshops and seminars as well as mentoring, and coaching

as professional development methods to be deployed to schools to help enhance teaching and

learning.

5.6 Suggestion for further studies

Building upon the findings and insights gained from the influence of Teachers professional

development on teaching and learning in Minna. Niger State, several avenues for further studies

can be explored. Here are some suggestions to scholars:

1. Conduct research to assess the effectiveness of the implemented multi-pronged

professional development program. This could involve measuring changes in teacher

knowledge, skills, and attitudes, as well as student learning outcomes.

2. Investigate the specific needs of teachers in different subject areas or grade levels within

Minna. This would allow for even more targeted professional development programs that

address the unique challenges faced by different educator groups.

61
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APPENDIX I

QUESTIONNAIRE

QUESTIONNAIRE STATEMENTS

Please tick[√] the desired option.

SA – Strongly Agree. A – Agree, D - Disagree, SD – Strongly Disagree.

S/N STATEMENTS
Section A: In-service training S A D SD
A

66
1 I was trained in the course of my teaching job
2 Periodic in-service trainings are organized for us teachers in my
school
3 The provided materials and resources from the in-service trainning s
were helpful and relevant in my profession
4 The in-service trainings I get from my school helps me overcome the
challenges I get in my job.
Section B: Collaborative Learning Communities S A D SD
A

5 All members teachers of our Collaborative Learning Communities

actively participate in discussions and share ideas on challenges in the
teaching profession.

6 There is sufficient time allocated for focused discussions during our

collaborative meetings.
7 All members of my CLC actively participate in discussions and share
ideas about the teaching profession
8 CLCs facilitated the sharing of effective instructional strategies among
teacher
Section C: Workshops And Seminars S A D SD
A

9 The content for the seminars and workshop I attend are relevant to my
teaching needs.
10 The presenter(s) in the workshops and seminars attended were
knowledgeable and engaging throughout their sections

11 The workshop/seminars I usually attend provided practical strategies I

can use in my classroom.
12 The materials and resources obtained in the seminars/workshops
attended were helpful in delivering my duties in class.
Section D: Mentoring and coaching S A D SD
A
13 The teachers mentoring/coaching program I usually attend is well-
organized and easy to understand
14 There is sufficient time allocated for mentoring/coaching meetings in
the school I teach

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15 I feel very comfortable discussing my work challenges with my
mentors in school
16 The teacher’s mentorship programs I attend provides adequate training
and resources for teachers.
Section E: Teaching and learning S A D SD
A
17 I feel confident in my ability to deliver the curriculum effectively.
18 I create a positive and engaging learning environment in my classroom.
19 I am able to effectively assess student learning and provide meaningful
feedback.
20 I am familiar with various teaching methods and can adapt them to
different learning styles.

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