IN-SERVICE TRAINING METHODS AND INFLUENCE ON THE PROFESSIONAL DEVELOPMENT OF AGRICULTURAL EDUCATORS IN TERTIARY INSTITUTIONS IN RIVERS STATE.

Abstract

The study investigated in-service training methods and their influence on the professional development of agricultural educators in tertiary institutions in Rivers State. The purpose was to examine available training opportunities, assess their effectiveness in enhancing educators’ competencies, and determine gender-related differences in perception. Three research questions and three hypotheses guided the study. A descriptive survey design was adopted, and a sample of 60 males and40 females’ agricultural educators was selected across tertiary institutions in the state.  The target population is 100, three expert from agriculture, measurement, evaluation validated the instrument, Data were collected using a self-structured questionnaire titled in service Training methods and Professional Development Questionnaire (ISTMPDQ) the instrument was validated by three experts from Agricultural Education, Measurement and Evaluation Reliability of the Instrument was established using mean, standard deviation, and z-test was used to test null hypotheses at 0.05 level of significant. Findings revealed that workshops, seminars, conferences, and refresher courses were the most common in-service training methods, knowledge of modern agricultural practices, and integration of emerging technologies into instruction. The study concluded that in-service training is essential for equipping agricultural educators with the necessary skills for effective teaching and sustainable agricultural education. The study therefore recommended that tertiary institutions and policymakers prioritize continuous training, provide more ICT-based programs, consistent support of mentorship initiatives and encourage collaboration with industry experts for improved capacity development.