THE INFLUENCE OF TEACHERS' PROFESSIONAL DEVELOPMENT ON MASTERY OF SUBJECT MATTER

Paul Mukoro Egboro (PhD)

Abstract


This study investigates the influence of teachers' professional development on mastery of subject matter. The ex-post facto research design was used. Three research questions and three hypotheses were raised and formulated. The population was made up of all the teachers in Public Secondary Schools in Delta and Edo States. Stratified random sampling technique was adopted to choose the teachers. The instrument used for data collection was the questionnaire. The instrument has face and content validity. The Split-half method was used to determine the reliability of instrument. The spearman correlation coefficient was used in analyzing it, which gave a value of 0.96reliability coefficient. The data collected were analyzed with Mean and Standard Deviation for the research questions while the Pearson Product Moment Correlation was used for the hypotheses. A mean of 2.50 was adopted as the agreement level of the items. The findings of the study showed that professional development of teachers’ influence the mastery of their subject matter, classroom management strategies contributes to mastery of subject matter, and teaching methods contribute to academic performance of students. Based on these findings, it was recommended that teachers' professional development training should be adopted as a yearly exercise for teachers across all levels of teaching. 

Keywords


Teachers' professional development, Mastery of subject matter, Classroom management strategies, Teaching methods.

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References


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