Goodness Chidinma Enuah, Forgive Nkiru Amaefule, Mercy Obinauju Nwogbo, Ogadinma Vera Ugwuama


More than ever before, secondary school teachers’ roles are becoming  more complex.   As  such,  this  demands   that  the  teaching  staff  are  assisted  to develop   the  capability  to  cope  with  this  trend.  However,   little scientific literature  is  available  regarding  the   specific  professional   activities  that




teachers need for innovation. The current school teacher professional development research mainly  focuses  on the teaching role, for instance, to impart  knowledge   to  their  students  via  teaching  and  similar face-to-face activities. This study  examined  professional  development activities that are perceived   as  being   important   to   enhance   teaching   staff  capability  to contribute  to  innovation.  It also investigated  teaching  staff participation in professional  development  activities  and  the  relationship  between participation and  perception  of  the  degree  of  importance  of  professional development  activities that  are  deemed  important  to  enhance  secondary teaching staff innovation  competence. The study adopted  descriptive survey research design. All the six education  zones,  namely  Aguata, Awka,  Nnewi, Ogidi, Onitsha, and Otuocha were covered. The population of the study comprised  all the  6,342  teachers  in public secondary  schools  in Anambra State.  The  sample  for the study  was 634  teachers randomly  selected  from the 263  public secondary  schools in Anambra  State.  This represented  10% of public secondary  school teachers in the six education  zones  of Anambra State.    The    study    adopted    structured   questionnaire    as   the   research instrument.    The    questionnaire    was   titled:   “Professional   Development Activities  and  Staff  Innovation  Competence,  questionnaire   (PDASICQ)’’. The  questionnaire   was  used  to  collect  data  from  the  respondents.   The instrument was validated by three experts: Two from the Department of Educational Management  and Policy, in Nnamdi  Azikiwe  University, Awka while   one   expert   was   drawn   from   the   Department    of   Educational Foundations,   Chukwuemeka   Odumegwu   Ojukwu   University,   Igbariam Campus.  The researchers adopted  direct method  of data collection to gather data from the respondents.  The reliability of the instrument  was determined using Cronbach  Alpha  method  and  the  reliability coefficient value  of 0.99 was obtained  and this was considered  adequate  for the study.  Mean scores and standard  deviations were used to analyze data obtained  from the field of study.   The  findings showed  that the  teaching  staff participated actively in workshops, seminars, mentoring programmes, educational conferences, inclusive  education   workshops,   curriculum   development  and   In-service training. The study also established that teachers rarely participated in professional development activities such as innovation-oriented training and technology  integration  training.  The  study  recommended that government and  school principals should  make  a definite  policy or rule stipulating the regular interval within which teachers must go for professional development activities to enable them update their knowledge  for innovation.


Professional Development-Activities, Staff, Innovation Competence, Quality of Education

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