Staff Development Program and Teachers’ Effectiveness in Public Senior Secondary School in Nasarawa State, Nigeria: Empirical Research

Abstract

This study investigated the relationship between staff development programs and teachers’ effectiveness in public senior secondary schools in Nasarawa State, Nigeria. The research was motivated by persistent challenges of poor instructional delivery, ineffective classroom management, declining student performance, and low teacher commitment, often linked to inadequate professional development opportunities. Guided by Human Capital Theory, the study employed a descriptive survey design with a sample of 150 teachers, using the Staff Development Programs and Teachers’ Effectiveness Questionnaire (SDPTEQ) as an instrument. Data was analyzed using descriptive statistics, Pearson Product Moment Correlation, and regression analysis at a 0.05 significance level. Findings revealed a weak but significant positive relationship between workshops/seminars and teachers’ effectiveness (r = 0.195, p = 0.017), while in-service training (r = 0.913, p = 0.000) and mentoring programs (r = 0.926, p = 0.000) demonstrated strong and significant positive relationships with teacher effectiveness. The study concludes that continuous professional development, particularly in-service training and mentoring, is crucial for enhancing teacher competence, classroom management, and instructional delivery. It recommends prioritizing regular staff development initiatives through adequate funding, administrative support, and sustainable educational policies to improve teacher performance and student academic achievement in Nigerian public secondary schools.