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

Ho3: there is no significant relationship between teacher development programme and students academic performance.

From table 11 above, the calculated r value of .132 is greater than the table value of .025 level of significance. This shows that the null hypotheses which that stated that thee is no significant relationship between teachers development programme and students academic performance is rejected. Thus, the result signifies that there is significant relationship between teachers development programme and students academics performance. The result substantiates the work of Cole (2000) which revealed that students academic performance is enhanced when teachers learn how to follow the presentation of new materials with guided practice, asking questions and supervising exercise through teachers development programme students achievement is consistently higher and growth when teachers development programme focused on how student learn and how to gauge such learning, academic standard, assessment and academic measures that evaluate their success. He affirmed that students whose teachers participate in capacity building programe often do well in assessment. Students are well informed, motivated and inspired when their teachers are well informed, creative, imaginative and make learning lively.
Ho4: there is no significant relationship between teachers development programme and classroom management

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.