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Article Title: Capacity Building Practices In Secondary Schools: Implication For Teachers� Professional Development In Cross River State, Nigeria
by Chika C., Uchendu

Abstract:
This study investigated capacity building practices and its implication for teachers� professional development in secondary schools in Cross River State, Nigeria. It focuses on the level of provision of capacity building practices in respect to seminar, workshop, conferences, in-service training, ICT training, coaching/monitoring. Survey research design was adopted for the study. One research question and one hypothesis were isolated to guide direction to the study. Simple random sampling technique was used to draw two hundred schools for sample out of the population of two hundred and thirty four (234) schools in Cross River State. Data collection was done with the researchers constructed instrument called �Capacity Building Practices Questionnaire (CBPQ)�. Data collected were subjected to statistical analysis with the use of descriptive statistics and population t-test. Results of the findings revealed that the most provided capacity building practices in secondary schools is coaching, monitoring following by workshop, ICT training, conferences, seminars and in-service training the last. The level of provision of capacity building practices in terms of seminar, workshop, conferences, in-service training, ICT training, coaching/mentoring is significantly low. It was recommended that school managers should provide more capacity building practices in secondary schools for teachers. When they are organized the management should motivate the teachers to attend by providing the finance for it.

Keywords: capacity building, practices, teachers� professional development, secondary schools

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