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        Participatory Management, Professional Development, and Teachers’ Job Performance in Public Secondary Schools

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        Links
        https://jl4d.org/index.php/ejl4d/article/view/410
        Date
        2020-07-20
        Abstract
        This correlational survey study examined professional development, participatory management, and teachers’ job performance in public secondary schools in Ogun State, Nigeria. The sample size comprised 504 participants selected through a multi-stage sampling technique from 12,745 teachers in 217 public secondary schools. The study was guided by two null hypotheses, tested at 0.05 level of significance. Two researcher-designed instruments namely. Participatory Management and Professional Development Questionnaire (PM/PDQ) and Teachers’ Job Performance Scale (TJPS), were used to collect data. The Pearson Product-Moment Correlation statistical tool was used for data analysis. Results showed that teachers’ job performance was significantly and positively related to both professional development and participatory management respectively. The study concluded that teachers’ job performance could be enhanced through these two management intervention strategies. It was therefore, recommended among other things, that concerned authorities should improve on existing teachers’ professional development programmes and encourage participatory management among the teachers.
        Author
        Grace, Ajetunmobi Funmilayo
        Oladejo, Maruff Akinwale
        Oladejo, Muhideen Adewale

        Subject
        Professional Development
        Secondary Education
        Assessment
        Series
        Journal of Learning for Development;vol. 7, no. 2
        URI
        http://hdl.handle.net/11599/3640
        Rights

        https://creativecommons.org/licenses/by-sa/4.0/
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        • Articles in Periodicals & Books [265]
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