AMINU YUSUF, MUSA MOHAMMED MANDE &TANKO BABAJI
DEPARTMENT OF EDUCATION FOUNDATIONS, FACULTY OF TECHNOLOGY EDUCATION, ABUBAKAR TAFAWA BALEWA
UNIVERSITY, BAUCHI- NIGERIA.
Abstract.
Determining the extent to which school (primary and secondary) teachers’ attended induction course program ( Seminar, workshop or conference);the most frequent nature of the induction course program received ( undergone) by the school teachers were among some of the objectives of the study. A survey design was used for the study. The population of the study consists of all public primary and secondary school teachers within the 20 Local Government Areas (LGAs) of Bauchi State. Multi-stage sampling technique was used to randomly select230(Male = 147; Female = 83, primary) and 222( Male= 125; Female = 97, secondary) school teachers. Access to Professional Development in Teaching Questionnaire (APDTQ) was used for data collection. A test-retest method with an interval of 14 days yields a stability coefficient of 0.97, for the Hypotheses were tested at ? = 0.05 level of significance. The APDTQ data were analyzed using frequency count, percentages, barchart and Chi-square test. Among the findings from the study includes 194 (84.4%) and 222 (82.2%) of the primary and secondary school teachers attended induction course program; teaching method is the most frequent induction course program received by 62.4 % and 48.2% of the primary and secondary schoolteachers. Priority to access to induction course program to be given to those who have not previously attend and emphasizes on the nature of the induction course program for school teachers to be proportion based on the outlined courses to attend were the recommendations made from the study.
Keywords: Professionalism, teaching, school teacher, professional development.
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