Optimization of In-service Professional Training and Development: A Study of Secondary School Mathematics Teachers in Plateau State, Nigeria

Abstract

There is currently decay in Nigeria’s education system which affects mathematics teachers’ effectiveness in implementing teaching and other activities in the classroom. However, it is believed that the problems can be mitigated with proper in-service training or provision of quality professional development, and mathematics teachers are made to explore it with full support and motivation of their employers and the relevant authorities. This study, therefore, examined the extent to which secondary school mathematics teachers explore and engage various in-service training programs for their professional development. Focus was placed on availability of options, opportunity, proportion, quality, preference, frequency, challenges and benefits. The research design used was exploratory survey due to the descriptive nature of the variables studied. Sample comprised of 315 mathematics teachers chosen by purposive sampling technique from North, Central and South of Plateau state, Nigeria. Professional in-service training questionnaire for mathematics teachers tagged PITQMT was used for data collection while the analysis was carried out using frequency counts and simple percentages. Findings of the study among others revealed that in-service training options and preference for mathematics teachers exist in the education system in Nigeria. These include workshops (100%), conferences (100%) and regular courses in the school (100%). Others (i.e. visits, reading committee, etc.) were not perceived to be available; the quality of in-service training from workshops and conferences was perceived to be on average, and low in the remaining training areas; the perceived opportunities and proportion of the in-service training were few in workshops, conferences and regular courses, little and very little in the remaining areas with none of the chances up to 50%; and the perceived frequency of attending in-service training was always in regular (F=315) and correspondence (F=156) courses and rarely for attending workshops (F=305), seminars (F=303) and other opportunities (F=313). It was recommended among other things that mathematics teachers should explore other in-service professional training options while the in-service training options and opportunities should be encouraged among them. This will help update and upscale their knowledge to be able to face emerging challenges and changes in mathematics education, and also to ensure better classroom teaching efficiency.