PROFESSIONAL DEVELOPMENT OF TEACHERS AS CORRELATES OF TEACHERS JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE.

Abstract

 The study examined professional development of teachers as correlates of teachers’ job commitment in public secondary schools in Anambra State. The study adopted Correlational research design. Three research questions and three null hypotheses guided the study. The hypotheses were tested at 0.05 level of significance. The population of the study consisted of 5133 teachers and 263 principals. Multi stage sampling techniques was used to select the respondents which comprised 610 respondents. The instruments for data collection were two sets of structured questionnaires by the researcher tagged; “Professional Development of Questionnaire (PDQ)”, and Teachers’ Job Commitment Questionnaire (TJCQ)”. The instruments were subjected to face validity. Cronbach Alpha procedure was employed to determine the reliability of the instruments which yielded 0.74 and 0.895 for PDQ and TJCQ respectively which were considered adequate for the study. The data collected after administration of the instruments were analyzed. The research questions were answered using Pearson Product Moment Correlation Coefficient (PPMCC), test of significance of correlation was used to test hypotheses all at 0.05 level of significance. The findings of the study showed that professional development of teachers had a significant relationship with teachers’ job commitment in public secondary schools in Anambra State. Based on the findings of the study, it was recommended among others that Policy makers and school administrators (principals) should constantly plan for teachers’ development so as to inculcate in them the best teaching methodology needed in the teaching profession for school goals accomplishment.