TEACHERS’ PROFESSIONAL DEVELOPMENT PRACTICES AND THEIR ENHANCED PRODUCTIVITY IN PUBLIC SENIOR SECONDARY SCHOOL, LAGOS STATE EDUCATION DISTRICT V, NIGERIA

Abstract

This study examines the relationship between teacher’s professional development and teachers' productivity in public senior secondary schools in Education District V, Lagos State. The study aimed to investigate the impact of workshop participation, conference participation, seminar attendance, training on artificial intelligence, and in-service training on teacher’s productivity. A survey research design was employed, and a self-structured questionnaire titled "Teacher’s Professional Development Practices and Teacher’s Productivity Questionnaire" was used to collect data from 192 participants, including twelve (12) teachers, one (1) vice-principal and one (1) principal from each of the sixteen randomly selected public senior secondary schools. Descriptive analysis of frequency, percentage and statistical tool Pearson Product Moment Coefficient (PPMC), in the Statistical Packages for Social Sciences (SPSS) version 20 were used to analyze the data. The findings of the study show that there is a significant positive relationship between teacher’s professional developments practices; workshop participation, conference participation, training on artificial intelligence, seminar attendance, in-service training and teacher’s productivity. The study also reveals that workshop participation, conference participation, training on artificial intelligence, seminar attendance, and in-service training have a significant relationship with teacher’s productivity. Based on the findings of this study, it is recommended that government, and every schools head (principals) should ensure their teachers participate on professional training to increase their productivity to improve students’ outcome.