Transforming classrooms: How professional development and teacher attitudes drive primary school teaching effectiveness

Abstract

We investigate the influence of professional development and attitudes towards the teaching profession on teaching effectiveness among primary school teachers in Ekiti State, Nigeria. Despite the recognized importance of teacher professional development, limited research has examined its specific impact on teaching effectiveness in this context. We address this gap using a sequential explanatory mixed-method research design. Quantitative data were collected from 230 primary school teachers through surveys, employing the Teachers’ Professional Development Scale (TPD), Attitude Towards Teaching Profession Scale (TAP), and Teaching Effectiveness Scale (TES). Qualitative data were gathered through semi-structured interviews with selected participants. Our results revealed that professional development significantly enhances teaching effectiveness (β = 0.194, p < 0.01, 95% CI [0.120, 0.268]). Positive attitudes towards the teaching profession also significantly influence teaching effectiveness (β = 0.687, p < 0.01, 95% CI [0.640, 0.734]). Furthermore, years of teaching experience were positively associated with teaching effectiveness (β = 0.007, p < 0.05, 95% CI [0.001, 0.013]). However, teachers' qualifications and gender did not significantly impact teaching effectiveness. The qualitative findings supported the quantitative results, highlighting the practical benefits of professional development and positive attitudes. We conclude that continuous professional development and fostering positive attitudes are crucial for enhancing teaching effectiveness. These findings imply that educational stakeholders should prioritize these factors to improve educational outcomes.

Keywords

• Professional development
• Teacher attitudes
• Teaching effectiveness
• Primary education