Examining the relationship between Professional Development and Social Studies Teachers’ Attitudes to Work in Upper Basic Schools in Delta State, Nigeria

Abstract

This study examined the relationship between professional development and Social Studies teachers’ attitudes toward work in Upper Basic schools in Delta State. It was guided by three research questions and three null hypotheses. Correlation research survey design was adopted, involving a population of 1,094. A sample of 205 participants which consist of 108 male and 97 female teachers from Upper Basic schools in Ika South and Ika North East Local Government Areas were selected using purposive and accidental sampling techniques. Two instruments were employed for data collection: the “Professional Development Questionnaire (PDQ)” and the “Teachers’ Attitude to Work Questionnaire (TAWQ).” Both used a four-point Likert scale (Strongly Agree, Agree, Disagree, Strongly Disagree) scored 4, 3, 2, and 1, respectively. Data analysis was conducted using the Pearson Product Moment Correlation (PPMC), t-test and multiple regression at a 0.05 significance level. The findings revealed that there is no significant relationship between professional development and Social Studies teachers’ attitudes to work, there is no significant influence of location on the relationship between professional development and Social Studies teachers’ attitudes to work, and there is no significant difference between male and female Social Studies teachers’ perceptions of how professional development influences their attitudes to work in Upper Basic schools in Delta State. The study concluded that professional development programmes strongly influence teachers’ work attitudes. It recommended mandatory participation in in-service training organized by the Ministry of Education and NGOs and quarterly conferences for teachers to enhance their professional outlook.