Title: Teachers' Engagement in Professional Development and Its Impact on Students' Academic Performance in Public Secondary Schools in Delta State, Nigeria
Authors: OROYE-OKPOUDHU, Rachael Zino (Ph.D)
Volume: 9
Issue: 8
Pages: 33-39
Publication Date: 2025/08/28
Abstract:
This research investigated the relationship between teachers' involvement in professional development activities and students' academic achievement in public secondary schools across Delta State, Nigeria. The study was motivated by the persistent poor performance of students in national examinations such as the WASSCE, despite government emphasis on continuous teacher training as a strategy for improving education quality. Guided by four research questions and three hypotheses, the study adopted a correlational design. The target population comprised 12,800 teachers drawn from the three senatorial districts of Delta State, from which a sample of 600 was selected through a multi-stage sampling procedure. Data were collected using a researcher-developed and validated questionnaire, which yielded a Cronbach Alpha reliability index of 0.84. Students' academic performance was measured using their mean scores in English Language and Mathematics from the most recent WASSCE results. Descriptive statistics were employed to address two of the research questions, while Pearson correlation, regression analysis, and independent t-tests were applied to test the remaining ones. The results indicated that teachers participated in professional development at a moderate level, with higher involvement in centrally organized workshops and seminars than in school-based collaborative learning activities. Furthermore, a significant positive correlation was established between teachers' professional development engagement and students' academic performance, with increased frequency of engagement producing stronger effects. However, engagement was hindered by challenges such as insufficient funding, heavy workloads, poor administrative encouragement, and limited access to relevant programmes. The study concluded that professional development is essential to raising student achievement, but its impact depends on consistent implementation, adequate support, and effective leadership. It recommended institutionalizing professional development policies, ensuring sustainable funding, and aligning training with classroom realities to maximize benefits for learners.