Assessing the relationship among teachers' self-efficacy, professional development programme and teachers' productivity in Irewole local government area, Osun State, Nigeria

Abstract

The study explored the relationship among teachers' self-efficacy, professional development programme, and teachers' productivity in Irewole Local Government Area, Osun State, Nigeria. A descriptive survey research design was employed, and all 214 public secondary school teachers within the study’ location formed the target population. One hundred and sixty respondents were sampled with the aid of purposive sampling technique. A self-designed questionnaire was used to obtain data from the sampled respondents, and the regression analysis techniques were used. The empirical finding indicated that there was a positive relationship between teachers’ self-efficacy and teachers’ productivity in both academic and non-academic exercises. Also, the findings revealed a positive relationship between teachers’ involvement in professional development programmes and their productivity in both curriculum and co-curriculum activities. With respect to joint influence, the outcomes indicated a significant joint contribution of teachers’ self-efficacy and professional development programmes to teachers’ productivity in schools. It is therefore concluded that teachers’ self-efficacy and involvement in professional development programmes whether working together or separately, played a crucial role in the determination of teachers’ productivity in both curriculum and co-curriculum activities. The recommendations comprised development of self-efficacy among teachers, constant application of training and retraining programmes for public secondary school teachers among others were recommended.