International Journal of Sub-Saharan African Research (IJSSAR)

Background: Professional development (PD) is central to strengthening teachers’ knowledge, instructional skills, and capacity to respond to changing classroom demands in secondary education. However, existing Ekiti-based studies have largely examined teachers collectively, school-level outcomes, or gender differences, rather than focusing specifically on female secondary-school teachers. Thus, knowledge regarding the relationship between female teachers’ participation in PD programmes, teaching attitudes, and effectiveness is limited. A gap this current study fills.
Objective: This study examined the association between female teachers' participation in professional development, their teaching attitudes, and effectiveness in selected secondary schools in Ekiti North Senatorial District, Nigeria. Methods: A correlational research design was adopted for the study. The population of the study comprised female teachers in selected local government areas of Ekiti North Senatorial District, Ekiti State. A sample of 75 female teachers was selected for the study using the multistage sampling procedure (via the purposive, simple random, and stratified sampling techniques). Data were collected using a structured questionnaire titled: Female Teachers' Participation in Professional Development, Teaching Attitudes and Effectiveness Questionnaire (FTPPDTAE), measuring PD pragramme participation, teaching attitudes, and teaching effectiveness, with ? =0.82. Data collected were analyzed using descriptive (frequency counts and percentages, mean and standard deviation) and inferential statistics (Pearson product-moment correlation). Results: Results indicate that Ekiti North Senatorial District female teachers hold a positive attitude towards teaching (grand mean = 3.19), a high level of teaching effectiveness (grand mean score =3.57), and participate in PD programme to a high extent (grand mean score =3.61). A positive, statistically significant relationship exists between female teachers’ participation in PD, teaching attitudes (r (73) = .766, p < .001), and teaching effectiveness (r (73) = .851, p < .001).
Conclusion: Secondary school female teachers' participation in PD programmes is positively associated with their teaching attitudes and teaching effectiveness.
Unique Contribution: This study expands the body of knowledge regarding the role of PD programmes in female teachers’ teaching attitudes and effectiveness indicators. Key Recommendations: Government and Education Boards in Ekiti North Senatorial District (Nigeria) should mandate regular PD programmes for female teachers and eradicate issues related to bias in the selection of attendees. Principals and head teachers should provide support, recognition, and incentives for female teachers who participate in professional development to boost further participation, and the Ekiti State Ministry of Education should allocate sufficient budgetary provisions for professional development initiatives, particularly for female teachers.