Participatory Management, Professional Development, and Teachers’ Job Performance in Public Secondary Schools

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Date
2020-07-20
Authors
Grace, Ajetunmobi Funmilayo
Oladejo, Maruff Akinwale
Oladejo, Muhideen Adewale
Editor
Corporate Author
Journal Title
Journal ISSN
Volume Title
Publisher
Commonwealth of Learning (COL)
Report/Paper Number
Abstract
This correlational survey study examined professional development, participatory management, and teachers’ job performance in public secondary schools in Ogun State, Nigeria. The sample size comprised 504 participants selected through a multi-stage sampling technique from 12,745 teachers in 217 public secondary schools. The study was guided by two null hypotheses, tested at 0.05 level of significance. Two researcher-designed instruments namely. Participatory Management and Professional Development Questionnaire (PM/PDQ) and Teachers’ Job Performance Scale (TJPS), were used to collect data. The Pearson Product-Moment Correlation statistical tool was used for data analysis. Results showed that teachers’ job performance was significantly and positively related to both professional development and participatory management respectively. The study concluded that teachers’ job performance could be enhanced through these two management intervention strategies. It was therefore, recommended among other things, that concerned authorities should improve on existing teachers’ professional development programmes and encourage participatory management among the teachers.
Description
Subject
Professional Development, Secondary Education, Assessment
Country
Nigeria
Region
Africa
Series
Journal of Learning for Development;vol. 7, no. 2
Citation
DOI