EFFECTS OF PROFESSIONAL DEVELOPMENT AND RESOURCE MANAGEMENT ON TEACHERS’ EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN WUKARI LOCAL GOVERNMENT AREA, TARABA STATE

Abstract

This study investigated the effects of professional development and resource management on teachers’ effectiveness in public secondary schools in Wukari Local Government Area. The study adopted a descriptive survey design. The population comprised 470 teachers from 25 public secondary schools, while a sample of 216 teachers was selected using Taro Yamane’s sampling formula and multistage sampling techniques. Data were collected using a structured questionnaire titled Teachers’ Effectiveness and Institutional Support Questionnaire (TEISQ). The instrument was validated by experts in educational management and measurement and evaluation, while reliability coefficients ranging from 0.82 to 0.89 were obtained using Cronbach’s alpha. Data were analyzed using mean, standard deviation, regression, and ANOVA statistics at a 0.05 level of significance. Findings revealed that professional development significantly influenced teachers’ effectiveness, as teachers who participated in workshops, seminars, and training programmes demonstrated improved instructional delivery, classroom management, and teaching competence. The study also found that resource management significantly affected teachers’ effectiveness. Although some instructional materials were available, inadequate maintenance of facilities and poor distribution of resources negatively affected effective teaching and learning. The study concluded that professional development and effective resource management are critical determinants of teachers’ effectiveness in public secondary schools. It was recommended that educational authorities should strengthen continuous professional development programmes and improve the provision, maintenance, and equitable distribution of educational resources to enhance teachers’ performance and overall educational quality in public secondary schools.