SCHOOL ADMINISTRATORS’ SUPPORT FOR TEACHER PROFESSIONAL DEVELOPMENT AND THEIR JOB EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA

Abstract

This study investigated the relationship between school administrators’ support for teacher professional development and teachers’ job effectiveness in public secondary schools in Enugu State, Nigeria. The study was necessitated by ongoing education reforms in Enugu State, particularly the Smart Green Schools initiative, which emphasizes digital transformation, continuous teacher training, and instructional innovation. A correlational research design was adopted. The population of the study comprised 15,321 teachers in 296 public secondary schools in Enugu State. A sample size of 1,072 teachers was selected using multistage sampling techniques. Data were collected using two researcher-developed instruments: the Administrators’ Support for Professional Development Questionnaire (ASPDQ) and the Teachers’ Job Effectiveness Scale (TJES). Pearson Product Moment Correlation Coefficient and simple linear regression were used for data analysis at 0.05 level of significance. Findings revealed a significant positive relationship between school administrators’ support for teacher professional development and teachers’ job effectiveness. The study concluded that sustained administrative support for professional development is a critical predictor of teachers’ instructional effectiveness, commitment, and adaptability to educational reforms in Enugu State. Recommendations were made to strengthen institutionalized professional development policies and administrative monitoring frameworks.