Staff Development Programmes as Strategies for Enhancing Professionalism of Teacher in Secondary Schools in Ekiti State (Published)

This study investigated staff development programmes as strategies for enhancing the professionalism of teachers in secondary schools in Ekiti state, Nigereia.  Two research questions and three null hypotheses guided the study. The sample consisted of 362 respondents made up of 334 teachers and 28 school administrators selected using multistage sampling techniques. The research instruments for the study comprised of questionnaire titled ‘’Staff Development Programme Questionnaire (SDPQ)’’ and ‘’Professionalism of Teacher Questionnaire (PTQ). The face and content validity of the instruments were established by experts in Educational Management. Test-retest method was used to determine the reliability co-efficient of the instrument and co-efficient of 0.90 and 0.81 were obtained for the two instruments respectively. The findings revealed that teachers’ perception on the roles of staff development programmes on their professionalism was high and the degree of professionalism among secondary schools teachers in Ekiti state, Nigeria was moderate. The results also showed a significant relationship between staff development programme and professionalism of teachers. It was therefore recommended government should ensure encourage regular and consistent staff development programmes for all teachers in Ekiti state as this can enhance their professionalism.

Keywords: Development programme, Secondary schools. Conference, Teachers, professionalism

Imperativeness of Teacher Registration Council of Nigeria on Teaching Professionalism of Teachers in Secondary School in Nigeria (Published)

This paper examines imperativeness of Teacher Registration Council of Nigeria on Teaching   Professionalism of Teachers in Secondary   Schools. Teacher Registration Council act as for reaching implication for the teaching profession in post primary education in Nigeria contributed meaningfully to the teaching and learning of the students. However, this reality can be appreciated by the   fact the content of the TRCN Act is one and control with the contents of the Acts that established the council regulates the teaching. Presently, it is compulsory for all qualified and trained teachers to belong to the members after participated in examination and passed the examination.  Yet, anyone of the teacher who does not belong to their member is not qualified to teach especially public in secondary schools in Nigeria. In addition, TRCN improves teaching in all pubic secondary schools in Nigeria. Similarly, it also improves   the   academic   performance of   students. yet, it creates room for only qualified, trained and intelligent teachers in all secondary schools. Undoubtedly, Teacher Registration Council of Nigeria make the teaching as professionalism like other fields in Nigeria. Consequently, it does not create room for non – qualified teachers to teach the students in all public secondary in Nigeria.  

Keywords: Academic, Council, Performance, Profession, Registration, Secondary, Teaching, imperativeness, professionalism, trained