The Impact of Teacher Professional Development on Teaching Practices of Secondary School Teachers in Ekiti State Nigeria

ABSTRACT
The purpose of this study was to investigate the impact of Teacher Professional Development (TPD) on teaching practices and student performance in Ekiti State, Nigeria. A mixed-methods research design was employed, combining quantitative and qualitative approaches. The population comprised all secondary school teachers in Ekiti State, focusing on public school teachers with varying years of experience and subject specializations. A sample of 40 mathematics teachers was selected through a multistage sampling technique, ensuring a representative sample from selected schools. Data was collected using the "Teacher Professional Development Questionnaire (TPDQ) Ekiti State," which was validated by experts and tested for reliability using a Pearson’s correlation coefficient of 0.75. The instrument was administered with a cover letter to secure respondents' cooperation. Data analysis involved descriptive statistics and Pearson's Product Moment Correlation at a 0.05 significance level. Findings revealed that TPD positively influenced teachers' content knowledge, pedagogical practices, use of teaching aids, classroom management, instructional strategies, and student performance. Based on these findings, it is recommended that TPD programs be conducted regularly, tailored to subject areas, and focused on student-centered strategies, classroom management, teaching aids, and technology integration, with continuous feedback and evaluation mechanisms.