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

Ho4: there is no significant relationship between teachers development programme and classroom management.

As indicated in table 12, the calculated r value of .73 is greater than the table value of .025 at 0.05 level of significant. This implies that the null hypotheses which stated that there is no significant relationship between teacher development programme and classroom management is rejected. Thus, the result significant that there is significant relationship between teachers development programme and classroom management Maith (2005) maintained that no contemporary teacher or educators can create innovative classroom and behavioral management strategies that are designed to work when conventional approach fail unless well equipped with professional skills, values and knowledge. Professional development programme of teacher and educators offer solution and helpful ways to maximize impact in classroom.
 Cole (2005) in his finding asserted that the best strategy for effective management of classroom behavior is teacher development programme like: Seminars, Conference, workshop and symposium which deliver, update innovate and strategize towards classroom management problems. Through professional development programmes, teachers are in better position to create conducive classroom setting and effective arrangement or resources within the confine of classroom environment.