TEACHER PROFESSIONAL DEVELOPMENT PRACTICES AS PREDICTORS OF CLASSROOM MANAGEMENT AND ADMINISTRATIVE TASK PERFORMANCE IN SENIOR SECONDARY SCHOOLS, SOKOTO STATE, NIGERIA

Abstract

This study examined teacher professional development practices as predictors of classroom management and administrative task performance in senior secondary schools in Sokoto State, Nigeria. Correlational survey research design was adopted. Two hypotheses were tested at .05 level of significance. The population consisted of 3,463 teachers and administrators, from which 360 participants were proportionately selected across six education zones. Precisely 360 questionnaires were administered while 352 were found usable representing a return rate of 98%. Data were collected using three researcher developed instruments: (i) Teacher Professional Development Rating Scale (TPDRS), (ii) Teacher Classroom Management Rating Scale (TCMRS) and (iii) Teacher Administrative Task Performance Rating Scale (TATPRS). The instruments were validated yielding 0.89 for TPDRS, 0.86 for TCMRS and 0.81 for TATPRS respectively. Also reliability index was established through test-retest method at twowee interval with coefficients of 0.89, 0.86 and 0.81 respectively.  Data were analyzed using Pearson Product Moment Correlation. The findings revealed a strong, positive, and significant relationship between teacher professional development and classroom management in senior secondary schools in Sokoto State. Similarly, there was a strong, positive, and significant relationship between teacher professional development and teachers’ administrative task performance. Based on the findings, it was recommended that training programme meant for secondary school teachers should prioritize classroom management strategies in order to create conducive learning environment in the classroom. Also school management should ensure that teachers attend professional development programmes that can improve administrative competencies such record keeping and ICT based documentation.