Influence of demographic factors and professional development programmes on teachers’ task performance in junior secondary schools in Imo State, southeast, Nigeria

Abstract

This study examines the influence of demographic characteristics and professional development initiatives on task performance of teachers in junior secondary schools in Imo State, Southeast, Nigeria. The research was driven by the need to improve teacher effectiveness as a way of enhancing quality of education delivery. Demographic variables investigated include age, gender, academic qualifications, and years of teaching experience, while participation in professional development activities was also considered as a predictor of teachers' job performance. A survey research design was adopted. The population comprised teachers in public junior secondary schools across Imo State, from which a representative sample of 269 was selected. The data was collected using a structured research instrument. Reliability of the instrument was determined using Cronbach Alpha statistics. Pearson Product Moment Correlation analysis was employed. Findings indicated that demographic attributes and professional development activities such as workshops, seminars, and conference participation positively contributed to teachers’ instructional effectiveness, classroom management abilities, and assessment practices. In particular, teaching experience and educational attainment emerged as significant determinants of task performance. The study concluded that sustained participation in professional development programmes enhances teachers’ effectiveness. Consequently, it recommended that educational authorities and school administrators should expand professional development opportunities and formulate policies that accommodate the varying demographic characteristics of teachers.

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