Running Head: EVALUATION OF CPD

An Evaluation of Continuous Professional Development of Teachers in Nigeria: A Case Study of

a Primary School in Ogun State

[Name of the Student]

[Name of the Institute]

 Evaluation of CPD 2

Table of Contents

Survey Questionnaire ...................................................................................................................... 3

Data Analysis .................................................................................................................................. 3
Descriptive Statistics ................................................................................................................... 3
Demographic Questions .............................................................................................................. 4
Discussion of Questionnaire Results .............................................................................................. 7
Likert Scale Questions ................................................................................................................ 7
Question 1 Results .................................................................................................................. 7
Question 2 Results .................................................................................................................. 8
Question 3 Results .................................................................................................................. 9
Question 4 Results .................................................................................................................. 9
Question 5 Results ................................................................................................................ 10
Question 6 Results ................................................................................................................ 11
Question 7 Results ................................................................................................................ 11
Question 8 and 9 ................................................................................................................... 12
Open-ended Questions .............................................................................................................. 14
Question 1 Results ................................................................................................................ 14
Question 2 Results ................................................................................................................ 15
Question 3 Results ................................................................................................................ 15
Question 4 Results ................................................................................................................ 16
Question 5 Results ................................................................................................................ 16
Conclusion .................................................................................................................................... 17
References ..................................................................................................................................... 19
Appendix ....................................................................................................................................... 20
Frequencies ................................................................................................................................... 20
 Evaluation of CPD 3

An Evaluation of Continuous Professional Development of Teachers in Nigeria: A Case Study of

a Primary School in Ogun State

Survey Questionnaire

This section summarises the key findings of the survey, which aims to evaluate the

Continuous Professional Development of Teachers in Nigeria with reference to the case study of

a Primary School in Ogun State. The specific objective of this research to analyse the

effectiveness of the CPD program and the attitude of peers. The survey questionnaire comprises

of three sections. The first section includes demographic questions relating to age, sex,

educational experience, and program preferences. The other section consists of open-ended

questions, which include which type of CPD programs the research participant has attended. The

final section included the question based on a Likert scale that investigated the effectiveness of

CPD and the role of school management and peer teachers. The survey was answered by 19

questions and whose response is illustrated using the Pie charts.

Data Analysis

Descriptive Statistics

In order to evaluate the continuous professional development within the teachers of

Nigeria, a sample of 19 teachers were selected, each having experience of development

programs. In order to reach the conclusion, the survey questionnaire will be analysed using the

Statistical Package for Social Sciences. This includes the estimation of frequencies, cumulative

frequencies and mean values. The descriptive statistics here are referred as the summary statistics

used specifically for describing and summarising the quantitative features of data (Barnes et al.,
 Evaluation of CPD 4

2019). The quantitative features for this research include mean and frequencies. The mean shows

the average of the values, highlighting the common option that is selected by most participants.

In addition, the responses are concluded with the use of percentages, which show the number of

time particular answer repeats in the data. This shows what most research participants believe.

Demographic Questions

Demographic questions are background questions used for the collection of information

regarding the sample characteristics, experience and background. In this research, the

background information for participants included sex, qualification, the class in which the

teacher taught, years of teaching experience, and a number of schools taught. in this research out

of 19 sample participants 10 were female while nine were male. Moreover, out of these

participants, 13 participants have NCE qualification and six participants were with B.Sc. /B.Ed.

in this research there was diversity of research participants with teaching different class such as

different basic and primary levels. Furthermore, these participants have different teaching

experiences where the most experienced teacher has 18 years of experience. Other demographic

question includes the number of schools taught by the teachers. Concerning this question, most

research participants taught in six schools. However, the maximum value for this question is

seven, which means teacher with maximum school changed is seven.

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Discussion of Questionnaire Results

Likert Scale Questions

The second section of this questionnaire consists of Likert scale questions, which aimed to

explore the effectiveness of CPD programs.

Question 1 Results

The first question investigated what benefit the teachers get when attending the CPD

programs. In response to this question, the participants replied that CPD programs enhance and

update their knowledge. This includes the cumulatively 100% of the sample participants strongly

agreed to this statement that they have gained more knowledge.

 Evaluation of CPD 8

Question 2 Results

The second question investigated how they feel when they attend CPD programs. For this

question, the participants believed that CPD programs increase collaboration. Most of the

participants agreed that they enjoy working with other teachers that attend CPD program.
 Evaluation of CPD 9

Question 3 Results

This question explored how they prefer to work. This question purposes to see whether the

CPD programs really have fostered collaboration and teamwork. Concerning this question,

contradictory results were obtained as half participants strongly agreed that they prefer to work

alone. While other half believed that, they do not prefer to work alone. Ultimately, there are

mixed responses on whether CPD programs lead to collaboration or not.

Question 4 Results

This question identified if CPD programs lead to job satisfaction as perceived by the

sample. In response to this question, more percentage of participants strongly believed that they

are more satisfied with their teaching job due to their participation in CPD programs. Therefore,

it can be said that CPD programs have an effect on the level of satisfaction.
 Evaluation of CPD 10

Question 5 Results

This question evaluated the effect of the CPD program on teaching effectiveness. This

includes if after attending CPD program, teacher feels changes in teaching practice and if they

teach student in a better way. Concerning this question, more percentage of sample believed that

they now teach students in a better way.

 Evaluation of CPD 11

Question 6 Results

This question studied the attitude of the sample towards the fellow teachers. This includes

if the interaction with other teachers in CPD programs positively affects their teaching practices.

As a result, more participants highlighted that they have learned from the other teacher's

experience by becoming more confident.

Question 7 Results

In order to evaluate the effectiveness of the CPD program, it is fundamental to recognise

how these programs affect the academic performance of the students. Therefore, participants

were asked if the performance of students has changed after the teacher’s participation in CPD

programs. More than half percentage of the research sample agreed that their students’

performance has improved after they started to participate in CPD programs. However, 15% of

the sample also disagreed on a statement that the performance of their students has not changed

after their participation in CPD.

 Evaluation of CPD 12

Question 8 and 9

Question 8 inquired if there is need to make CPD programs a compulsory practice so that

the effectiveness of the programs can be increased. In response to this question higher percentage

of sample participants agreed, that CPD program should be compulsory for all teachers to

achieve more effectiveness. Although little percentage also believed that, there is no need to

make them compulsory. Furthermore, to recognise the reasons for not making the CPD programs

as compulsory, the study investigated if the experienced teachers also need to attend CPD

programs. For this question, mixed responses were produced where only 20% believed that

experienced teachers do not need CPD programs, therefore they should not be compulsory.

However, generally the more percentage believed that every teacher needs to attend CPD

programs.
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 Evaluation of CPD 14

Question 10

Question 10 inspected the benefit of CPD program in terms of enhancing the subject area

knowledge. Consequently, the study pinpointed that due to CPD programs they are well

informed about the changes in the subject area.

Open-ended Questions

The third section of the survey questionnaire included the open-ended questions about the

teacher CPD.

Question 1 Results

In the first question, the participants were asked about the type of CPD program they have

participated in. subsequently, the below table lists the programs the sample participants have

participated in. most of the participants have attended Clauster ECCD and Millennium

development goal programs.

Type of CPD program you have participated in Frequency Percent

Clauster ECCD 6 31.6
empatico 2 10.5
millennium development goal 7 36.8
 Evaluation of CPD 15

Nil 1 5.3
SAMSE 1 5.3
sustainable development goal 2 10.5
Total 19 100.0

Question 2 Results

In the second question, participants were asked about the time when they attended the CPD

program. In response to this question, diverse results were produced. Where around 30% have

attended the last CPD program in year 2016. Only few percentages have attended any program in

recent year like 2018 and 2019.

When was the last time you participated in a CPD program Frequency Percent
2007 4 21.1
2009 2 10.5
2016 6 31.6
2017 2 10.5
2018 2 10.5
2019 2 10.5
Nil 1 5.3
Total 19 100.0

Question 3 Results

Do you know of any teacher who has participated in CPD programs Frequency Percent
Valid Nil 1 5.3
Yes 18 94.7
Total 19 100.0

The third question asked participants regarding if they know any teacher who has

participated in the CPD program. In response to this question more percentage sample answered

that yes they know the teachers that have participated in CPD programs.
 Evaluation of CPD 16

Question 4 Results

The third question inquired about the role of the Nigerian Government in CPD programs.

In response to this question entire sample believed that, government has well-established CPD

programs.

Are formal CPD programs for teachers well established by the Frequency Percent
government of Nigeria
No 1 5.3
Yes 18 94.7
Total 19 100.0

Question 5 Results

Question 4 inquired how the CPD programs have helped the students. In this section, the

teachers recognised numerous variables and dimensions where the CPD programs have helped

them.

How the CPD programs helped the students Frequency Percent

Career development 2 10.0

Effective learning 1 5.0
Enhanced performance 2 10.0
Helped in assessment 1 5.0
Helped in group and teamwork 2 10.0
Helped in linking with other classes and teachers 2 10.0
Helped in simple and easy learning 1 5.0
Increased interaction 1 5.0
It has helped a lot 1 5.0
Learn from other colleagues 1 5.0
Learning cantered approach 1 5.0
Learning from experience and increased confidence 1 5.0
Making students learn fast 1 5.0
Skill development 1 5.0
Time management 1 5.0
Updates the knowledge 1 5.0
Total 19 100.0
 Evaluation of CPD 17

Conclusion

The research aimed to evaluate the effectiveness of the CPD programs specifically within

Nigeria. Therefore, quantitative research was conducted from a sample of 19 participants. The

survey questionnaire consists of three sections. The first section includes question regarding

demographics, including sex, qualification, class, teaching experience and number of schools

taught in. furthermore, there were Likert scale questions, which measured the effectiveness of

CPD programs. Based on the Likert questions it can be concluded that CPD programs are

fundamental for enhancing and updating the knowledge of teachers. Moreover, participants

enjoy working with each other when they participate in CPD programs. However, mixed results

were produced for teacher’s preference for working alone or teams. On this question, half sample

believed they prefer to work alone and other half believed that they do not prefer to work alone.

In addition, it is necessary to evaluate if the level of job satisfaction has any association with the

effectiveness of CPD programs. Concerning this question, it was concluded that, yes, the CPD

programs lead to higher job satisfaction because they permit teachers to learn new skills. The

continuous skill development keeps the teachers motivated and committed to the organisation

because they will perceive that they have growth opportunities and company concern for their

personal development (Kola and Sunday, 2015).

Another essential question was how it helped students, about this question teachers said

they teach better after attending the CPD programs. It is essential to evaluate the CPD programs

in terms of different perspectives, such as teacher’s interaction, students' benefit, and personal

development (Ayoola and Davids, 2018). In relation to collaboration with other teachers and

colleagues, the study revealed that teachers learn from the experiences of each other and

afterward they develop more confidence. With respect to student development, the research
 Evaluation of CPD 18

recognised the academic grades of the students also improve due to CPD programs. Finally, due

to these multiple benefits for every involved participant, the research concluded that CPD

programs must be compulsory for all teachers, regardless of the experience. Therefore, this can

be stated that CPD programs are essential for keeping the teachers well informed on the

advancements in the subject area. Along with, the effectiveness of CPD programs is visible from

the role of government who works hard to make well-established programs. Additionally, the

CPD programs have assisted the students in career development and academic performance.

Fostering effective learning practices and enhancing the performance of students are other

benefits of CPD programs. CPD programs have helped teachers in assessment and evaluation; it

fosters more teamwork and collaboration among workers. Besides, due to CPD programs

teachers recognise ways to making learning a less complex process. Likewise, mostly learning

with experience is an essential advantage of the CPD programs because teachers learn from each

other more quickly due to high level of understanding and collaboration. Conclusively, because

of effective CPD programs the teachers update their knowledge and skills.
 Evaluation of CPD 19

References

Ayoola, R. and Davids, N., 2018. Continuing Professional Development of Teachers and

Democratic Citizenship Education in Nigeria: A Hopeful Pursuit?. In African democratic

citizenship education revisited (pp. 179-197). Palgrave Macmillan, Cham.

Barnes, A.E., Boyle, H., Zuilkowski, S.S. and Bello, Z.N., 2019. Reforming teacher education in

Nigeria: Laying a foundation for the future. Teaching and Teacher Education, 79,

pp.153-163.

Kola, A.J. and Sunday, O.S., 2015. A review of teachers’ qualifications and its implication on

students’ academic achievement in Nigerian schools. International Journal of

Educational Research and Information Science, 2(2), pp.10-15.

 Evaluation of CPD 20

Appendix

Frequencies

sex
Valid Cumulative
Frequency Percent Percent Percent
Valid female 10 52.6 52.6 52.6
male 9 47.4 47.4 100.0
Total 19 100.0 100.0

qualification
Valid Cumulative
Frequency Percent Percent Percent
Valid NCE 13 68.4 68.4 68.4
BSc/B.E
6 31.6 31.6 100.0
d.
Total 19 100.0 100.0

class
Valid Cumulative
Frequency Percent Percent Percent
Valid 1 1 5.3 5.3 5.3
2 2 10.5 10.5 15.8
3 2 10.5 10.5 26.3
4 2 10.5 10.5 36.8
5 3 15.8 15.8 52.6
6 1 5.3 5.3 57.9
basic 3 1 5.3 5.3 63.2
basic 4 1 5.3 5.3 68.4
primary
3 15.8 15.8 84.2
4
primary
3 15.8 15.8 100.0
6
Total 19 100.0 100.0

teaching experience
Valid Cumulative
Frequency Percent Percent Percent
Valid 10 years 1 5.3 5.3 5.3
13 years 1 5.3 5.3 10.5
15 years 2 10.5 10.5 21.1
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16 years 3 15.8 15.8 36.8

18 years 2 10.5 10.5 47.4
3 years 1 5.3 5.3 52.6
4 years 1 5.3 5.3 57.9
5 years 3 15.8 15.8 73.7
6 years 1 5.3 5.3 78.9
7 years 1 5.3 5.3 84.2
8 years 3 15.8 15.8 100.0
Total 19 100.0 100.0

Number of schools taught in

Valid Cumulative
Frequency Percent Percent Percent
Valid 1 4 21.1 21.1 21.1
2 4 21.1 21.1 42.1
3 6 31.6 31.6 73.7
4 2 10.5 10.5 84.2
5 1 5.3 5.3 89.5
6 1 5.3 5.3 94.7
7 1 5.3 5.3 100.0
Total 19 100.0 100.0

Participation in CPD programs enhances and updates my knowledge

Frequenc Valid Cumulative
y Percent Percent Percent
Valid stongly
13 68.4 68.4 68.4
agree
agree 6 31.6 31.6 100.0
Total 19 100.0 100.0

I enjoy working together with other teachers

Frequenc Valid Cumulative
y Percent Percent Percent
Valid strongly
8 42.1 42.1 42.1
agree
agree 11 57.9 57.9 100.0
Total 19 100.0 100.0

I prefer working and studying alone

Frequenc Valid Cumulative
y Percent Percent Percent
Valid strongly agree 8 42.1 42.1 42.1
 Evaluation of CPD 22

agree 1 5.3 5.3 47.4

disagree 8 42.1 42.1 89.5
strongly
2 10.5 10.5 100.0
disagree
Total 19 100.0 100.0

I am satisfied with my job as a teacher as a result of my participation

in CPD programs
Frequenc Valid Cumulative
y Percent Percent Percent
Valid strongly
11 57.9 57.9 57.9
agree
agree 6 31.6 31.6 89.5
disagree 2 10.5 10.5 100.0
Total 19 100.0 100.0

I teach students better after participating in CPD programs

Frequenc Valid Cumulative
y Percent Percent Percent
Valid strongly
9 47.4 47.4 47.4
agree
agree 8 42.1 42.1 89.5
disagree 2 10.5 10.5 100.0
Total 19 100.0 100.0

learning from the experiences of other teachers have made me more

confident in the teaching profession
Frequenc Valid Cumulative
y Percent Percent Percent
Valid strongly
5 26.3 26.3 26.3
agree
agree 13 68.4 68.4 94.7
disagree 1 5.3 5.3 100.0
Total 19 100.0 100.0

students’ academic performances have improved from the time I

started participating in CPD programs
Frequenc Valid Cumulative
y Percent Percent Percent
 Evaluation of CPD 23

Valid strongly
9 47.4 47.4 47.4
agree
agree 7 36.8 36.8 84.2
disagree 3 15.8 15.8 100.0
Total 19 100.0 100.0

CPD programs could be more effective when they are made

compulsory to all teachers
Frequenc Valid Cumulative
y Percent Percent Percent
Valid strongly
5 26.3 26.3 26.3
agree
agree 11 57.9 57.9 84.2
disagree 3 15.8 15.8 100.0
Total 19 100.0 100.0

experienced teachers may not need CPD programs

Frequenc Valid Cumulative
y Percent Percent Percent
Valid strongly agree 1 5.3 5.3 5.3
agree 3 15.8 15.8 21.1
disagree 11 57.9 57.9 78.9
strongly
4 21.1 21.1 100.0
disagree
Total 19 100.0 100.0

through CPD programs I have kept abreast with current advances in

my subject area
Frequenc Valid Cumulative
y Percent Percent Percent
Valid strongly
6 31.6 31.6 31.6
agree
agree 12 63.2 63.2 94.7
disagree 1 5.3 5.3 100.0
Total 19 100.0 100.0