Influence of Promotion and Continuous Professional Development for Teachers on Implementation of Curriculum in Public Senior Secondary Schools in the North-Central Part of Nigeria

Abstract

This study assessed the influence of promotion and provision of continuous professional development for teachers on the implementation of curriculum in Public Senior Secondary Schools. The study was carried out to ascertain whether irregular promotion and irregular provision of continuous professional development influence the effective implementation of the curriculum. A descriptive survey design was used for the study. The population of the study comprised of 37,916 teachers in Public Senior Secondary Schools in North–Central Nigeria.  Simple, stratified and systematic random sampling was used in a multi-stage procedure to select 380 teachers as respondents. A modified four-point Likert-type – Type rating scale questionnaire was used to gather data and the data were analyzed using both descriptive and inferential statistics to answer research questions and hypotheses respectively. Some of the findings revealed that irregular promotion and irregular provision of continuous professional development for teachers influenced the effective implementation of curriculum negatively in Public Senior Secondary Schools in North–Central Nigeria. It was, therefore, recommended that the government should ensure regular promotion opportunities and frequent training programmes for teachers at as when due.