Teachers’ Development Programmes for Quality Education Delivery in Primary Schools in Okrika Local Government Area of Rivers State

Abstract

This study explores the critical topic of Teachers' Development Programmes (TDP) and their impact on quality education delivery in primary schools within Okrika Local Government Area of Rivers State, Nigeria. Education is a perpetual learning cycle, and teachers play a pivotal role in fostering the growth and development of society through knowledge impartation. Quality primary education hinges on continuous professional development for teachers. The research aims to identify various TDPs, assess their significance, and examine the challenges they face in the context of primary education. The study employs a descriptive survey design, involving 285 teachers from 25 public primary schools in Okrika Local Government Area. A structured questionnaire titled "Teachers Development for Quality Education Delivery Questionnaire (TDFQDEQ)" is used as the research instrument. The questionnaire's validity and reliability are confirmed through expert assessment and testing, respectively. Findings reveal a range of TDPs, including formal coursework, workshops, coaching, and mentoring. These programs play a vital role in enhancing teachers' competence, updating their knowledge and skills, and increasing their motivation and commitment. However, several challenges hinder the effective implementation of TDPs, such as curriculum overload, limited access to learning resources, and a lack of peer collaboration. In conclusion, this study highlights the importance of TDPs in improving the quality of education delivery in primary schools. It underscores the need for educational stakeholders to address the challenges facing TDPs to ensure that teachers are adequately equipped to meet the demands of the 21st century education landscape. Ultimately, the study contributes to the ongoing discourse on teacher development and its pivotal role in achieving quality education.