Secondary School Principals' Perceptions and Support of Professional Development for Science and Mathematics Teachers in Zamfara State, Nigeria

Abstract

This qualitative study sought to find out the perspectives of secondary school principals regarding their roles in organizing school-based professional development activities for science and mathematics teachers and the related challenges at school level in Zamfara State, Nigeria. Twenty secondary school principals were purposively sampled for the study from the four educational zones in the state. Collection of data was done through structured interviews, and data obtained were analyzed through content analysis. The findings of the study revealed that despite the crucial role of principals in promoting professional development, the majority of them do not fulfill their role optimally in this respect. Professional development activities organized by few principals are limited to workshops and seminars, and there are not sustained as ongoing opportunities. Challenges faced by principals in organizing school-based professional development include inadequate funding, lack of support from higher authorities, inadequate training of principals, and lack of motivation among teachers. The study concluded that, the poor involvement of principals in promoting professional development has significant implications on the quality of teaching and learning of science and mathematics in Zamfara State. The study recommends that government and education stakeholders provide adequate funding and support to principals to enable them organize sustainable and relevant professional development activities for teachers. Additionally, training and motivation programmes should be developed for principals to enhance their capacity in promoting professional development among teachers.