PROGRAMME PLANNING EFFICACY AND EFFECTIVENESS OF OFF-THE-JOB PROFESSIONAL DEVELOPMENT FOR TEACHERS IN LAGOS STATE PUBLIC SECONDARY SCHOOLS
Abstract
This study investigated the relationship between programme planning efficacy and effectiveness of off-the-job professional development programmes for teachers in public secondary schools in Lagos State, Nigeria. A descriptive-correlational research design was adopted. Data were collected from 3,339 teacher attendances and 107 training administrator assignments across 13 programmes using Teacher Development Programme Survey (TDPS) and Programme Planning Efficacy Survey (PPES) measured on a four-point Likert-type scale. The TDPS and PPES were validated through expert review, and their reliability coefficients were 0.81 and 0.89 respectively using Cronbach's alpha method. Data were analysed using descriptive and correlational statistics at 0.05 level of significance. The findings showed that teachers generally perceived the programmes as ineffective (median = 2.0, IQR = 1.0), and training administrators rated planning efficacy as low (median = 2.0, IQR = 1.5). Statistically significant positive relationships were established between all three planning efficacy indices and programme effectiveness: TNA quality (ρ = .891, p < .001), programme objectives quality (ρ = .890, p < .001), and key stakeholder involvement (ρ = .876, p < .001). The study concluded that deficiencies in planning efficacy are systematically associated with lower programme effectiveness. The study recommended among others that the Lagos State Teaching Service Commission (TESCOM) should mandate structured Training Needs Assessments (TNA) for all off-the-job professional development programmes and require documented evidence of TNA utilisation in programme design; and programme planners should adopt Bloom's Taxonomy to formulate clear, measurable learning objectives derived directly from TNA findings.
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