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ABSTRACT
The research investigated the impact of teachers' professional development on their job performance in senior secondary schools within Edo state. Thirty teachers from six public secondary schools in Oredo L.G.A. were the focus, exploring aspects such as classroom management, instructional delivery, and the effects of seminars and workshops on teachers' performance. Utilizing a descriptive survey research design, data was collected through questionnaires administered to the selected teachers. Mean and standard deviation tables were employed to interpret and discuss the data. Validation of the instruments was conducted by three experts, while reliability was established through a trial test with ten teachers, yielding a reliability coefficient of 0.922, indicating instrument reliability. The major findings of the study revealed that teachers perceived professional development positively, acknowledging its benefits in enhancing student engagement and learning outcomes. Additionally, professional development positively impacted instructional delivery and job performance. Seminars were seen as valuable platforms for knowledge and skill updates, while workshop programs contributed positively to teachers' job performance. In conclusion, the study underscored the vital role of ongoing professional development in enhancing teachers' effectiveness within senior secondary schools. Recommendations based on the findings included prioritizing ongoing professional development opportunities, incorporating more hands-on practice and peer collaboration in workshops, encouraging greater collaboration among colleagues during seminars, and focusing workshops on providing practical strategies for maintaining positivity within classrooms.
