Teacher Professional Development and Quality Universal Basic Education in Lagos State, Nigeria

Abstract

The study aimed at investigating the relationship between teachers’ professional development and quality Universal Basic Education. The study area was Lagos State. Three hypotheses were formulated to guide the study. Correlation design was used for the study and simple random sampling technique was used to select 500 teachers from the primary and junior secondary schools for the study. Data for the study were collected by the use of a researchers’ developed instrument titled “Teacher Professional Development and Quality Universal Basic Education Questionnaire (TDPQUBEQ)”. The instrument was a 4-point Likert type scale and consisted of 20 items. The reliability coefficient was .85, using Cronbach Alpha reliability method. Pearson product moment correlation statistics was used for data analysis. The findings of the study revealed that teacher participation in induction programme, ICT training and seminars/workshop significantly related to quality Universal Basic Education in Lagos State. Premised on these findings, it was recommended that the government and relevant agencies should intensify effort on the provision for teachers’ professional development through in-service education to enhance sustainable quality universal basic education. The government and relevant agencies should provide more opportunities for UBE teachers to attend ICT training programmes in order to be ICT compliant. This is necessary to enhance their instructional delivery effectiveness.

Keywords: Professional Development, Quality, Teacher, Universal Basic Education


Article Review Status: Published

Pages: 65-76 (Download PDF)

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