Chemistry Teachers’ Perception of Professional Development Strategies

Abstract

The study is a descriptive survey design on chemistry teachers’ perception of professional development strategies. The population of the study comprised all chemistry teachers in the 13 public senior secondary schools in Ikwerre local government area in Rivers State, Nigeria .A sample size of 52 chemistry teachers was drawn at random from the population to respond to the researched structured questionnaire on teachers’ perception of professional development strategies titled (QTPPDS). The questionnaire consist of 15 items covering in-service training, seminar and workshop professional development strategies .A reliability coefficient 0.86 was obtained using Cronbach’s alpha method and the data collected were analyzed using mean and standard deviation. The findings of this study revealed that there is no significant difference  between mean scores of chemistry teachers’ perception of professional development strategies based on teachers’ gender (t-call=0.243< t- tab =2.009) .There is no significant differences between mean scores of chemistry teachers’ perception of professional development based on teachers’ qualifications (t- cal = 0.695< t- tab = 2.009) . There is also no significant difference between mean score of chemistry teachers’ perception of professional development strategies based on working experience (t- cal =0.78< t-tab =2.009). The study recommends amongst others that teachers should be encouraged to engage in diverse professional development activities that respond to the inadequacies in their professional competences.