Teachers’ Continuing Professional Development as Correlates of Sustainable Universal Basic Education in Bayelsa State, Nigeria

Abstract

The study examined the correlates of teachers’ continuing professional development on universal basic education in Bayelsa State, Nigeria. Using descriptive survey, a sample of 500 teachers was randomly selected from twenty (20) Basic Junior Secondary Schools and Primary Schools used for the study. The instrument used for data collection was a questionnaire titled “Correlate of Teachers Continuing Professional Development Questionnaire (CCPDO) (r=.67) four research questions were raised for study. Data collected were analysed using frequency distribution and percentages. Findings revealed that the level of teacher preparation for the universal basic education was relatively low. It was also established that teachers were not adequately prepared for the universal basic education scheme. It was concluded that Bayelsa State, has not been fully prepared for the sustenance of universal basic education. It was recommended that the state government should recruit more qualified teachers into the primary and junior secondary schools in the state. Teachers should also be given equal opportunity to attend regular seminars, workshops and service training to enable them to acquire more skills and competence in their job performance.

Keywords: Teachers Professional Development, Continuing Professional Education, Sustainable and Universal Basic Education.