EXPLORING THE EFFECTIVENESS OF TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS ON THE LEARNING OUTCOMES OF PRIMARY SCHOOL PUPILS IN LAGOS STATE

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EXPLORING THE EFFECTIVENESS OF TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS ON THE LEARNING OUTCOMES OF PRIMARY SCHOOL PUPILS IN LAGOS STATE

Abstract:

Teacher professional development programs play a crucial role in enhancing teaching effectiveness and improving student learning outcomes. In Lagos State, Nigeria, where the quality of education is a priority, understanding the impact of these programs on primary school pupils’ learning outcomes is essential for informing educational policy and practice. This study investigates the effectiveness of teacher professional development programs in Lagos State and their influence on the academic achievement and holistic development of primary school pupils. Employing a mixed-methods approach, including surveys, interviews, and classroom observations, the research assesses the implementation and perceived benefits of teacher professional development initiatives. Additionally, standardized test scores and other quantitative measures are utilized to evaluate the impact of these programs on pupils’ academic performance. The findings of this study contribute to the body of knowledge on teacher professional development and its significance for improving education quality in Lagos State. Recommendations derived from the research aim to inform policy decisions and guide the design and implementation of future teacher development initiatives, ultimately fostering enhanced learning outcomes for primary school pupils in Lagos State, Nigeria.

Chapter One:

Introduction

1.1 Background

Teacher professional development (TPD) programs play a crucial role in enhancing the quality of education by equipping educators with the necessary skills, knowledge, and strategies to facilitate effective learning experiences for their students. In the context of primary education, where foundational skills are established, the effectiveness of TPD programs becomes particularly critical. Lagos State, as one of the most populous and economically significant states in Nigeria, faces unique challenges and opportunities in its primary education sector.

Despite efforts to improve educational outcomes in Lagos State, significant disparities persist in learning achievements among primary school pupils. Various factors contribute to these disparities, including the quality of teaching, resources available to schools, and the socioeconomic backgrounds of students. Therefore, investigating the effectiveness of TPD programs on the learning outcomes of primary school pupils in Lagos State is essential for identifying strategies to address these disparities and enhance educational quality.

Employee training is the process of providing employees with the knowledge and skills needed to do a particular task or job, Werner, & Dismore, (2009). They espouse that normally, a new employee’s manager has the primary responsibility for his/her training. The new employee’s training can have a significant influence on the new employee’s productivity and favorable attitude towards his/her job, (Byars, & Rue, 2008). Today, employers have got no other choice but to ensure the training and development of their employees while they remain valued assets in the organization.

Recognition can occur both in verbal, promotion, and in tangible reward. While citing Okumbe, (1998), Njoroge, (2011), refers to promotion as the advancement of a worker to a better job in terms of more skills, responsibilities, status and remuneration. When an employee is promoted to more challenging and more demanding job, they feel trusted and their contributions valued in the organization. Such an employee is more likely to give his/her all to the organization.

Working conditions play a very central role in influencing job satisfaction of any employee. Kyongo, (2006), asserts that employees would feel satisfied in their jobs if they are working in a clear and orderly work place, with adequate tools and equipment, acceptable levels of environmental quality, temperature, humidity and noise. The surrounding in which people work should not be that which pose a threat to the workers lives; when that is the case then the employer should ensure that there are safety measures in place to ensure that the hostile conditions are tamed.

Teachers are known as national builders in the society. It is their core responsibility to give training to the new generation according to needs of the nation in the world. Teachers should possess command and grip over the subjects they teach in the class. According to Mateen (2000) if a teacher wants to have a grip and command on the subjects he she should have training in that subject so that he she may get mastery in these subjects. These are the teachers which contribute a lot in the development of the countries. They are expected to transmit norms beliefs and traditions from one generation to another generation.

Bansal (2007) stated that teacher education needs to strengthen and stress upon the main attributes of a profession, such as systematic theory, rigorous training over a specified duration, authority, community sanction, ethical code and culture, generating knowledge through research and specialization. Formal professional training on continuous basis is necessary for becoming a good teacher, as it caters to the development of one’s personality and sharpening of communication skills and commitment to code of conduct. Teachers have to keep abreast of the latest developments not only in their field of specialization but also in areas of educational developments, social and cultural issues through continuous in-service training. In Pakistan there are two types of education systems which are formal and informal which is providing training to the teachers. There are 275 training institutions in Pakistan which are providing professional training to the teachers. There are also 300 teacher training institutions in all the districts which are providing professional training to the teachers. These institutions are governed by the Bureau of curriculum and Extension centers (BC & ECS). These centers provide pre – service programs. One the other hand provincial institutes of teacher trainings (PITEs) provide inservice training to the staff in their provinces. (http://unesco.org.pk/education/teachereducation).The training institutes provide a variety of training programs to the teachers primary teaching certificate (PTC) and certificate of teaching (CT) are the professional courses which are offered by college of education for elementary education. On the other hand at secondary level B.Ed and M.Ed and three years BA /BSC + BED are offered by universities Hussain (2004) .

1.2 Problem Statement

While numerous TPD initiatives exist in Lagos State, there is limited empirical evidence regarding their impact on the academic performance of primary school pupils. Understanding the effectiveness of these programs is crucial for policymakers, educators, and stakeholders to make informed decisions about resource allocation, program design, and implementation strategies. Without rigorous evaluation, there is a risk of investing in ineffective or inefficient TPD interventions, which may not yield desired improvements in learning outcomes.

1.3 Research Objectives

The primary objective of this study is to explore the effectiveness of teacher professional development programs on the learning outcomes of primary school pupils in Lagos State. Specifically, the study aims to:

Assess the existing TPD programs available to primary school teachers in Lagos State.

Evaluate the impact of TPD programs on teachers’ pedagogical practices and instructional strategies.

Examine the association between teacher participation in TPD programs and the academic performance of primary school pupils.

Identify factors that facilitate or hinder the effectiveness of TPD programs in improving learning outcomes.

1.4 Significance of the Study

This study holds several implications for educational policy, practice, and research in Lagos State and beyond. Firstly, by shedding light on the effectiveness of TPD programs, policymakers can make informed decisions about resource allocation and program prioritization to maximize educational impact. Secondly, educators can benefit from insights into effective pedagogical approaches and professional development opportunities tailored to their needs. Finally, this research contributes to the broader literature on teacher professional development and its influence on student learning outcomes, thereby advancing knowledge in the field of education.

1.5 Scope and Limitations

This study focuses specifically on primary school teachers and pupils in Lagos State, Nigeria. It examines TPD programs encompassing various modalities, including workshops, seminars, in-service training, and mentoring initiatives. However, it does not assess informal modes of teacher learning or non-professional factors influencing student outcomes comprehensively. Additionally, while efforts will be made to obtain a representative sample, logistical constraints and access limitations may impact the generalizability of findings.

1.6 Structure of the Thesis

This thesis comprises five chapters. Chapter One provides an introduction to the research topic, outlining its background, significance, objectives, scope, and limitations. Chapter Two presents a review of relevant literature on teacher professional development, learning outcomes, and related theoretical frameworks. Chapter Three outlines the methodology employed in this study, including research design, data collection procedures, and analytical techniques. Chapter Four presents the findings of the empirical analysis, while Chapter Five offers conclusions, implications, and recommendations for future research and practice.

In summary, this introductory chapter sets the stage for investigating the effectiveness of teacher professional development programs on the learning outcomes of primary school pupils in Lagos State, Nigeria. By addressing this critical issue, the study aims to contribute to the ongoing efforts to enhance educational quality and equity in the region.

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