Teachers Development Programmes And School Effectiveness In Senior Secondary School In Kwara State

From table 9, the calculated r value of 1.85 was greater than the table value of .025 at 0.05 level of significance. This shows that the null hypothesis which stated that there is no significant relationship between teachers development programme and teaching methodology is therefore rejected. Thus, their significant relationship between teachers development programme and teaching methodology. Hoyte (2005) posited that wide varieties of programme option available for teacher equip them with methods that have the most impaction students learning.
Generic teaching techniques that provide clear classroom demonstration, assessing student comprehension during teaching, maintaining attention and grouping student rely heavily on professional development training which teachers are exposed to. This corroborate Michael (2009) who posited that teachers were more likely to change their pedagogical practices and gain greater subject knowledge and improved teaching skills when their professional development linked directly to their daily experiences and aligned with standard assessments.
Ho2: this is no significant relationship between teachers development programme and mastery of subject matters.

As indicated in table 10, the calculated r value of 0.53 is grater than the table value of .025 at 0.05 level of significant. This indicates that there is a significant relationship between teachers development programme and mastery of the subject matter. This corroborate the finding of Thomas (2005) which emphasized that professional development of teacher influence the instructional practice that are specially related to subject matter and specific subject matter content. Development programme of teachers provide opportunity for them to examine new curriculum materials, problem solving approach and students learning.
The result of the finding agreed with Oluwole (2009) that professional development of teachers enhance their knowledge on subject matter and improve students understanding in such. Teachers with regular attendance of workshops, conferences and seminars are able to promote as master teachers, academic leadership and prolific in their areas of specialization. Close alignment of professional development is the ken to effective mastery of the subject matter on the teachers part professional development of teachers is rooted in the subject matter, posted complex problem to students, listen to the process students employ top solve the problem and encourage them to seek different methods of finding answer.