ABSTRACT

The study investigated the extent teacher development programmes predict quality of instructional delivery in public secondary schools in South East, Nigeria. Five research questions and five null hypotheses guided the study.  The study adopted a correlational survey design. A total of 2457 teachers and principals (1,229 teachers and 1,228 principals) representing ten percent of the 24,570 teachers and principals (12,285 teachers and 12,285 principals) was proportionately drawn from the secondary schools in the zones to constitute the sample. Two instruments titled “Teacher Development Programmes and Quality of Instructional Delivery Questionnaire (TDPQIDQ) and Teachers’ Quality of Instructional Delivery Questionnaire (TQIDQ)” were developed by the researcher and validated by experts and used for the study. The internal consistency of the instruments was determined using Cronbach Apha method and reliability estimates of 0.80 and 0.83 were obtained for the TDPQIDQ and TQIDQ respectively. Pearson’s r, R² (coefficient of determination) were used to answer the research questions and linear regression analysis was also used to test the null hypotheses one to four, while hypothesis five   was tested using multiple regression at 0.05 levels of significance. Scheffe test was also done for a step-wise comparison of the means for research question/hypothesis five, which revealed the following findings: In-service training programme, seminar, workshop, teacher induction programme have positively moderate, high, moderate and low but significant relationship respectively with quality instructional delivery in public secondary schools in South East, Nigeria. The combined relationship of teacher development programmes (in-service training programme, seminar, workshop and teacher induction programme) had a very high percentage contribution of 97%. However, seminar programme had the highest percentage contribution of 37%; followed by workshop programme with 31%; in-service training programme with 19% and lastly teacher induction programme which predicted 12% of quality instructional delivery in public secondary schools. Among the educational implications of the findings was that quality instructional delivery depends on teacher development programmes in secondary schools. It was thus recommended among others that there is need for periodic exposure of secondary school teachers to in-service training, seminar and workshop programmes and that newly employed teachers should be exposed to induction programme to achieve quality instructional delivery in secondary schools in South East, Nigeria.