TEACHERS' ASSESSMENT OF INFLUENCE OF PROFESSIONAL DEVELOPMENT, CLASSROOM MANAGEMENT STRATEGIES ON STUDENTS' PERFORMANCE IN SECONDARY SCHOOLS IN DELTA AND EDO STATES

Abstract

This study investigated teachers' assessment of influence of professional development, classroom management strategies on students’ performance in Secondary Schools in Delta and Edo States. Two research questions and two hypotheses were raised and formulated to guide the study. The ex-post facto research design was adopted. 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 analysed 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, and classroom management strategies have influence on students’ academic performance. Based on these findings, it was recommended that professional development should be adopted as a practice in Delta and Edo states to help teachers in teaching. Workshops should be organized to train teachers on effective classroom management practices.