Teachers’ Professional Development and Job Effectiveness in Business Studies: Evidence from Upper Basic Education Level Classrooms
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Abstract
This study investigated the relationship between teacher professional development and job effectiveness in Business Studies: Evidence from upper Basic Education level in Umuahia Education Zone. A correlational research design was used for the study. Two research questions and hypotheses guided the study. The population of the study was 105 Business Studies teachers, in all the Public Secondary Schools in Umuahia Education Zone in Abia State. A sample of 105 respondents were selected via census techniques due to the limited population size. The instruments for data collection were two sets of questionnaires tagged: “Teacher Professional Development and Administrative Support Questionnaire (TPDASQ)” and “Business Studies Teacher Job Effectiveness Scale (BUSTJES) designed to collect information on teachers’ professional development and teacher job effectiveness. The instrument was validated by three experts, two in Business Education and one from measurement and evaluation unit from Michael Okpara University of Agriculture, Umudike, Abia State. Cronbach Alpha reliability test was used to determine the internal consistency of the instruments which yielded 0.81, and .80 coefficient respectively showing highly valid and reliable for the study. Data was analyzed using Pearson product moment correlation to answer research questions and linear regression to test hypotheses at .05 level of significance. Findings revealed that teachers’ professional development and administrative support relate highly with job effectiveness of Business studies teachers in Public Secondary Schools in Umuahia Education Zone, Abia State. Sequel to the findings the study therefore recommended among others that Recognition programs should be strengthened to reward hardworking and outstanding teachers through commendations and incentives. Continuous professional development should be organized regularly to update teachers’ knowledge and pedagogical skills.
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