Teaching-Learning Atmosphere, Professional Development and Teacher Service Delivery in Public Secondary Schools in Owerri Education Zone of Imo State, Nigeria

Abstract

The study examined teaching-learning atmosphere and professional development as predictors of teacher service delivery in public secondary schools in the Owerri Education Zone of Imo State, Nigeria. The study raised three research questions and two hypotheses. The study reviewed relevant and related literature conceptually, theoretically, and empirically. The study adopted a descriptive survey research design, and the population of the study was 3631 teachers in 124 public secondary schools in the Owerri Education Zone of Imo State, Nigeria. A proportionate stratified sampling technique was used to select 527 and 190 teachers from Owerri I and II, respectively. Therefore, the sample size used for the study was 717 participants. The research instrument used to collect data for the study was a self-developed questionnaire. The mean and standard deviation were used to answer the research questions, while the Pearson Product Moment Correlation statistical tool was used to test the statement of research hypotheses at a 0.05 level of significance. The study findings showed that teacher service delivery depends on teaching-learning atmosphere and professional development. The study recommends that the government, through its agencies, should monitor and ensure that the teaching-learning atmosphere in public secondary schools complies with the Federal Ministry of Education's blueprint on teaching and learning assessment framework.