Relationship between Teachers’ Continuous Professional Development Practices and their Job Performance in Secondary Schools in Eobnyi State, Nigeria

Abstract

The main purpose of this study was to determine the relationship between teachers’ continuous professional development practices and their job performance. It was a co-relational study, and was carried out from the three education zones of the state. Population of the study was 4500 teachers’ from the state public secondary schools. The sample for the study was 450 teachers’ selected from the three education zones of the state representing 10% of the population. Researchers-developed instrument, titled: questionnaire on teachers continuous professional development practices and job performance (QTCPDJP) was used to elicit information from the respondents. The instrument was face-validated by three experts from the department of Educational Foundations of Ebonyi State University, Abakaliki. The reliability of the instrument was established through test retest procedure using twenty teachers in public secondary schools in Enugu State, and the reliability index of 0.87 was obtained using the pearson product moment correlation coefficient. The researcher administered the instrument directly on the respondents with the help of three research assistants. The study was guided by only one research question and one null hypothesis. Data collected were analyzed using pearson product moment correction coefficient. Findings of the study revealed that there is a moderate positive correlation between teachers’ continuous professional development practices and their job performance in secondary schools in Ebonyi State. The study among others recommended that teachers should take interests in professional growth and development through regular workshops, seminars and conferences in order to increase their job performance.