Integrity Research Journals

ISSN: 2636-5995
Model: Open Access/Peer Reviewed
DOI: 10.31248/IJET
Start Year: 2016

Perception of secondary school science and mathematics teachers on Professional development participation in Zamfara State, Nigeria   |   Article Number: 173385651   |   Vol.6 (2) - April 2022

Received Date: 30 March 2022   |   Accepted Date: 28 April 2022  |   Published Date: 30 April 2022

Authors:  Umar Sodangi* , Akilu Isma'il and Aliu Abdulrahaman

Keywords: perception, professional development, secondary school, science and mathematics teachers.

The study adopted a descriptive survey design to examine the perception of secondary school science and mathematics teachers on professional development in Zamfara State, Nigeria. The population of the study consisted of all Science and Mathematics teachers in public secondary schools in Zamfara State. A sample of 217 respondents were drawn through purposive and simple random sampling techniques. Data were collected using a structured questionnaire. Four research questions and two null hypotheses guided the study. Analysis of data was done using descriptive statistics and z-test. The study revealed that science and mathematics teachers in Zamfara State have low level of awareness on the various types of professional development programmes and have not been participating in the programmes. They ascribed these to the lack of incentives, lack of employer support, too expensive/unaffordable and poor publicity. They also identified content knowledge and pedagogy of teaching as the two major areas they needed professional development. The two groups of teachers have no significant difference on the areas they needed professional development as well as on the barriers impeding their participation. The study recommended among others that, government should regularly sponsor teachers to attend professional development programmes and that teachers should explore and take advantage of numerous free professional development opportunities.

Abayomi, A. (2013, February 28). Ex-NUC scribe, Lagos SUBEB boss seek better training for teachers. Vanguard.
Adeosun, O. (2014). Teacher education programs and the acquisition of 21st century skills: Issues and challenges in Nigeria. Hiroshima, Japan: Centre for the Study of International Cooperation in Education.
Awodjii, O. A., Ogbudinkpa, I. C., & Agharanya, M. C. (2020). Teachers' professional development: a panacea to quality education in Nigeria, International Journal of Educational Management. 11-23.
Banilower, E. R., Heck, D. J., & Weiss, I. R. (2007). Can professional development make the vision of the standards a reality? The impact of the national science foundation's local systemic change through teacher enhancement initiative. Journal of Research in Science Teaching, 44, 375-395.
Capps, D. K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings. Journal of science teacher education, 23(3), 291-318.
Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers' learning. The Elementary School Journal, 103(3), 287-311.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (Second Edition). Sage Publications.
Dadds, M. (1997). Continuing professional development: Nurturing the expert within. British journal of in-service education, 23(1), 31-38.
Dass, P. M., & Yager, R. E. (2009). Professional development of science teachers: History of reform and contributions of the sTS-Based Iowa Chautauqua Program. Science Education Review, 8(3), 99-111.
Federal Republic of Nigeria (2013). National policy on education. Abuja: NERDC Press.
Hill, H. C., & Ball, D. L. (2004). Learning mathematics for teaching: Results from California's mathematics professional development institutes. Journal for research in mathematics education, 35(5), 330-351.
Isma'il A., Bello, A; Bashir, S., & Sodangi U. (2019). Teachers' knowledge and their perceived competency in integrated STEM concepts: Implications on national and global trends. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 14, 47-54.
Jekayinfa, A. A. (2005). Characteristics of professions. In: Abimbola, I. O., & A. Abolade, O. (eds.). Fundamental principles and practice of instruction. Ilorin: Department of Curriculum Studies and Educational Technology.
Khalid, T. (2007). Theory of Educational Management: An introduction to Educational philosophy and history. National Book Foundation.
Lere, M. (2017, October 11). Photos: See the primary four questions Kaduna teachers could not answer. Premium Times.
Luft, J. A., & Hewson, P. W. (2014). Research on teacher professional development in science. In: Lederman, N. G., & Abel, S. K. (eds.). Handbook of research on science education. New York: Routledge.
Nwarie, U. N., & Nwakudu, G. N. (2019). Availability and constraints of capacity building programmes for teachers' productivity in secondary schools in Abia State, Nigeria. Journal of Education in Developing Areas, 27(2), 296-306.
Organization for Economic Co-operation and Development [OECD] (2005). Teachers' pedagogical knowledge and the teaching profession: Background report and project objectives. Paris: OECD Publishing.
Organization for Economic Co-operation and Development [OECD] (2018). Teaching and learning international survey (TALIS): Teacher questionnaire.
Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(9), 963-980.
The Research Advisors (2006). Sample size table. Retrieved from
Tiberondwa, K. A. (2000). Staff development in higher education. The case of Makerere University Uganda. A paper presented at the training workshop on improved teaching skills in higher Education at Nkumba University Entebbe, Uganda on 1st-4th 2000.
Zamfara State Secondary Education Assessment Committee (ZSSEAC) (2014). Main Report, Volume I.