Zeitschrift für Kunst- und Sozialwissenschaften

Needs for In-service Professional Development of Teachers to Improve Students’ Academic Performance in Sub-Saharan Africa

Abstract

Oluwatoyin Ayodele Ajani

This study examined the impacts of in-service professional development activities on the academic performance of students in Nigerian secondary schools, using secondary schools in Lagos, a state in Nigeria as a case study. The outcomes of this study revealed that relevant, very objective and well designed in-service professional development of teachers promote effective instructional tasks delivery of teachers, which lead to better academic performance in internal and external examinations.
In-service professional development is important to quality education; it equips teachers (through seminars, workshops, conferences, mentorship and other activities) with relevant, current and effective knowledge, skills, values and attitudes that promote academic excellence in teaching and learning in school system. These activities (if well designed) improved teaching skills of participating teachers and ensure better academic performance of the learners.
This paper, therefore recommends variety of well designed, purposeful, relevant, learner-centred teaching skills and regular professional development structures for all teachers to promote quality education and excellent performance in learners’ academic.
A Learner-Centred In-Service Professional Development Model (LIPD) was also designed for the effective professional development of teachers in this study. A model that will make in-service professional development of teachers to be functional to teaching and learning in schools.