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Perception of secondary school science and mathematics teachers on Professional development participation in Zamfara State, Nigeria

Artigo2022

Umar Sodangi ORCID; Akilu Isma’il ORCID; Aliu Abdulrahaman

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Resumo

The study adopted a descriptive survey design to examine the perception of secondary school science and mathematics teachers on professional development in Zamfara State, Nigeria. The population of the study consisted of all Science and Mathematics teachers in public secondary schools in Zamfara State. A sample of 217 respondents were drawn through purposive and simple random sampling techniques. Data were collected using a structured questionnaire. Four research questions and two null hypotheses guided the study. Analysis of data was done using descriptive statistics and z-test. The study revealed that science and mathematics teachers in Zamfara State have low level of awareness on the various types of professional development programmes and have not been participating in the programmes. They ascribed these to the lack of incentives, lack of employer support, too expensive/unaffordable and poor publicity. They also identified content knowledge and pedagogy of teaching as the two major areas they needed professional development. The two groups of teachers have no significant difference on the areas they needed professional development as well as on the barriers impeding their participation. The study recommended among others that, government should regularly sponsor teachers to attend professional development programmes and that teachers should explore and take advantage of numerous free professional development opportunities.

Dados da obra

Tipo
Artigo
Periódico
Integrity Journal of Education and Training, v. 6, n. 2, p. 37-45
Ano
2022 (2022-04-30)
Idioma
en
Palavras-chave
teacher professional development; science teachers; mathematics teachers; secondary school teachers; teacher perceptions; barriers to participation; professional development programs; employer support; content knowledge; pedagogy; Zamfara State
Temas
Formação de Professores de Matemática
DOI
10.31248/ijet2022.138
ISSN
2636-5995
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SODANGI, Umar; ISMA’IL, Akilu; ABDULRAHAMAN, Aliu. Perception of secondary school science and mathematics teachers on Professional development participation in Zamfara State, Nigeria. Integrity Journal of Education and Training, v. 6, n. 2, p. 37-45, 2022. DOI: https://doi.org/10.31248/ijet2022.138.

APA

Sodangi, U., Isma’il, A., & Abdulrahaman, A. (2022). Perception of secondary school science and mathematics teachers on Professional development participation in Zamfara State, Nigeria. Integrity Journal of Education and Training, 6(2), 37-45. https://doi.org/10.31248/ijet2022.138

BibTeX
@article{sodangi2022,
  author = {Sodangi, Umar and Isma’il, Akilu and Abdulrahaman, Aliu},
  title = {Perception of secondary school science and mathematics teachers on Professional development participation in Zamfara State, Nigeria},
  year = {2022},
  journal = {Integrity Journal of Education and Training},
  volume = {6},
  number = {2},
  pages = {37-45},
  doi = {10.31248/ijet2022.138},
  language = {en}
}
RIS
TY  - JOUR
AU  - Sodangi, Umar
AU  - Isma’il, Akilu
AU  - Abdulrahaman, Aliu
TI  - Perception of secondary school science and mathematics teachers on Professional development participation in Zamfara State, Nigeria
PY  - 2022
JO  - Integrity Journal of Education and Training
VL  - 6
IS  - 2
SP  - 37
EP  - 45
DO  - 10.31248/ijet2022.138
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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