PROFESSIONAL SELF DEVELOPMENT STRATEGIES OF BASIC EDUCATION TEACHERS IN ABIA STATE, NIGERIA
DOI:
https://doi.org/10.46827/ejes.v0i0.2232Keywords:
professional self-development, basic education teachersAbstract
The study sought to determine the professional self-development activities engaged in by basic education teachers in Abia State of Nigeria. Four research questions and three hypotheses guided the study. The subjects consisted of 345 teachers purposively drawn from a population of about 6500 teachers to reflect the variables of sex, location and experience. A 20-item checklist constructed and validated, with a reliability co-efficient of 0.86 was the instrument for data collection. Analysis of data was done using percentages for the research questions and z-test for the hypotheses. Findings revealed that the basic education teachers were more interested in the government sponsored teacher-professional-development activities than in those that would cost them personal funds. Significant differences existed in the activities engaged in by teachers according to sex, location and experience. Appropriate recommendations were made on ways of encouraging teachers to engage in professional self-development activities as to do so improves the quality of our teachers and by extension our educational system.
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