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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Teaching as a process of education is congruent to individual and national development thus necessitating its continuous professionalism. The teachers’ professional Development Programme (TPDP) is a step in the direction of enhancing and empowering teachers. The output of such TPDP impinges on several factors thus this study aimed at determining the effects of selected teachers’ variables on primary school teachers’ productivity in TPDP cluster meetings in Oyo State, Nigeria. A descriptive type of survey design was adopted for the study. 350 (M = 39; F = 311) primary school teachers in Ibadan metropolis were purposively sampled for the study, using three instruments: Teachers’ Attitude to Teaching(r = .83); Teachers’ Self-efficacy (r = .68) Scales and Teachers’ Productivity Checklist (r = .91). Pearson Product Moment Correlation and Multiple regression were used for data analysis. The results indicated strong relationship between teachers’ attitude (r = .86; p < .05) years of teaching experience (r = .69; p < .05); teaching self-efficacy (r = .79; p < .05) and teachers’ productivity in PTDP cluster meetings. The predictor variables jointly contributed 43% (F(2,349) = 17.508; R = .66; R2 = .43; p < .05) to teachers’ productivity. Therefore, it was recommended among others that teachers of different years of teaching experiences should be selected for TPDP and prompt incentives as token economy given to stimulate the participant' positive attitude and self-efficacy towards the programme productivity. |
| Keywords: teachers' attitude; years of teaching experience; teachers self-efficacy; teachers' productivity; teachers' professional development programme (TPDP). |
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