Relationship between Teachers’ Professional Development Programme and Middle Basic Teachers’ effectiveness in Kwara State, Nigeria

Abstract Preservice training equips staff with foundational job knowledge, while professional development programmes refresh and update those skills to match technological shifts and societal needs. This study investigates the impact of Teachers’ Professional Development programmes on middle basic teachers’ effectiveness in Kwara State. The study specifically focuses on the component of teachers’ professional development programmes in Kwara State, the adequacy of instructional training resources, and the relevance of the curriculum content knowledge to aid teachers' effectiveness. A descriptive research approach was adopted. The target sample was KWS1(Local Government schools that have received all the school improvement interventions), and data were collected via a validated questionnaire with a reliability coefficient of 0.72. Google Form template was also used to elicit responses from respondents because of the security challenges in the area to gain deeper insight. The findings reveal that there is a significant relationship between (Learner-centered approach, learning for all and from each other, classroom management, Learning management and assessment) components of Teacher Professional Development programmes and middle-basic teachers’ effectiveness. Also, a significant relationship exists between adequacy of training resources for Teachers’ Professional Development programmes and the effectiveness of middle-basic teachers, and that training content knowledge aligns with real classroom needs. The study recommends that Teachers’ Professional Development programmes should be made available to all Basic Education teachers, because from this study, the programmes were noted to be useful and a motivational strategy for teachers’ effectiveness Keywords: Professional Development Programmes, Teachers’ Effectiveness, Assessment, Training, and Middle Basic Level