GASPRO International Journal of Eminent Scholars

This study examined teacher training and development as catalysts to poor performance in classroom delivery among secondary school teachers in Akwa Ibom State. Ex post facto design was adopted for this study. The study was carried out in Akwa Ibom State. The targeted population for the study comprised teachers and principals in secondary schools in Akwa Ibom State. A stratified sampling technique was used to select 2 local governments across the 3 sectorial districts of the state. From each of the local government areas, 4 schools were selected for the study. From each school, 10 teachers and the principal were chosen to form the sample for this study. This gave a total of 264 respondents, who formed the sample size for this study. The instrument used for data collection was a structured questionnaire titled “Teacher Training and Development for Classroom Delivery Questionnaire (TTDCDQ).”.  Face and content validation of the instrument was carried out by an expert in test, measurement, and evaluation in order to ensure that the instrument has the accuracy, appropriateness, and completeness for the study under consideration. The reliability coefficient obtained was 0.88, and this was high enough to justify the use of the instrument. The researcher subjected the data generated for this study to appropriate statistical techniques, such as descriptive statistics, to answer research questions. The findings from the data analysis revealed that “improved teaching skills and classroom management” was the highest effect of teacher training and development on mitigation of poor performance among many other effects listed. The study also revealed that “enhanced quality of education, student accomplishment, and comprehension” was regarded as the most prominent effect of teacher training and development on student performance among others. The study concluded that in Akwa Ibom State, Nigeria, the classroom delivery was severely impacted by teacher training and professional development. The study recommended that government and school management should ensure that teachers engage actively in professional development opportunities by participating in structured training programs that focus on modern pedagogical techniques and classroom strategies.

Keywords: Teacher Training, Development, Poor Performance, Classroom Delivery, Secondary School, Teachers and Akwa Ibom State.