Public Primary School Teachers Research Articles

Relationship between Teacher Professional Development and use for ICT in Teaching and Learning in Primary Schools in Sabuli Sub-County, Wajir County

Information and communication technology use in education has become an indispensable aspect in the contemporary education system. This explains why many governments including Kenya government have invested in information and communication technology to foster the quality of education. However, despite efforts to avail information and communication technology resources, their use and impact on instructional delivery has been minimal, especially in primary schools in Kenya. Consequently, there has been concern on relationship between availability of information and communication technology and teacher professional development in primary schools. This situation has necessitated the proposed study which is aimed at assessing the relationship between teacher professional development and use for ICT in teaching and learning in primary schools in Sabuli sub-county, Wajir County, Kenya. The study used correlation research design. The target population 94 teacher comprising 30 head teachers and 64 teachers of primary schools in Sabuli sub-county, Wajir County. Given the small number of teachers in public primary schools in Sabuli sub county, the study purposively selected all teachers and head teachers as participant to avoid reducing the ambiguity of a study. Thus, the sample population was 94 respondents. The researcher gathered data using questionnaires from teachers and used semi-structured interview for head-teachers. Data was analysed using descriptive and regression statistics. The findings highlight a statistically significant positive relationship between teacher professional development and ICT use, indicating a direct relationship between the two variables.

The Impact of Directive Supervisory Practices on Job Performance of Teachers in Public Primary Schools: A Case Study of Ibanda Municipality, Uganda

This study explores the relationship between directive supervisory practices of head teachers and the job performance of teachers in selected Public Primary Schools in Ibanda Municipality, Ibanda District, Uganda. Employing a correlation research design, the study examines the monitoring methods employed by head teachers and their impact on teacher performance. Both quantitative and qualitative data were collected, with primary school teachers responding to questionnaires and head teachers participating in interviews. A mixed-methods approach was utilized to provide a comprehensive analysis. A sample size of 162 respondents was selected using Krejcie and Morgan's table of sample selection from a population of 251. The findings indicate that Directive Supervisory Practices positively influence teachers’ performance and are perceived as effective in promoting positive outcomes. Recommendations include further investigation into the impact of head teachers’supervisory practices on variables such as teachers’ effectiveness, pupils’ attitudes, and the overall school climate, as well as exploring the influence of teachers’ performance on pupils’ academic achievement. Additionally, the study suggests that school head teachers could benefit from employing both directive supervisory practices to enhance teacher performance. Keywords: Directive head teacher, Supervisory practices, Job performance, Public primary schools, Ibanda Municipality.

Https://doi.org/10.59298/NIJRE/2024/41125328 Enhancing Primary Education in Katsina Education Zone: Assessing the Impact of Donor Organizations on Teacher Training and Retraining

Primary education lays the foundation for a nation's development, fostering patriotism, fairness, and national unity among children aged 6 to 12. However, challenges such as inadequate funding, ineffective management, and low academic performance persist in Katsina Education Zone, Nigeria. This study investigates the impact of Donor Organizations, including UNICEF, UNESCO, and the World Bank, on the provision of training and retraining for public primary school teachers in Katsina Education Zone. Through a descriptive survey research design, data were collected from 362 respondents, including teachers, administrators, and PTA officials. Findings indicate a positive perception of Donor Organizations' impact on teacher training, with mean scores above the decision mean. Statistical analysis revealed no significant difference in opinions across respondent groups. These findings underscore the importance of external support in addressing educational challenges and suggest decentralization of training selection processes for improved effectiveness. Keywords: Donor Organisations, Impact and School Administration.

Healthy lifestyle behaviors among teachers working in public primary schools and affecting factors.

Healthy lifestyle behaviors have been recognized as a key strategy to achieve a policy of health for all. The aim of this study was to determine the levels of health promotion lifestyle behavior among teachers working in public primary schools. The present study also investigated the effects of selected socio-demographic characteristics on these behaviors. The research was designed using the survey model, one of the quantitative research methods. The sample of the research consisted of public primary school teachers (n = 372). Research data were collected using the Health-Promotion Lifestyle Profile-II (HPLP-II) scale. As a result of the research, it was put forward that there were statistically significant differences in levels of health promotion lifestyle behaviors based on taking courses on health promotion, and following programs and articles about healthy living (p < 0.05). It was revealed that primary teachers' taking courses on health promotion, and following programs and articles affected their healthy lifestyle behaviors. Public primary school teachers' health promotion lifestyle behaviors were found to be moderate. It was found that the primary teachers obtained the highest mean score for the spiritual growth subscale of the health promotion lifestyle behaviors scale; however, the primary school teachers had the lowest mean score for the physical activity subscale, which indicates that they need support in improving their healthy lifestyle. Male teachers had higher mean scores in the physical activity subscale, whereas females had higher mean scores in all other subscales. Training programs to protect and improve the health of teachers should be organized.

Influence of Feedback Provision on Teachers’ Attitude towards Performance Appraisal in Public Primary Schools in Homa-Bay Sub County, Kenya

This study examined the influence of feedback provision on teachers’ attitudes towards performance appraisal in public primary schools in Homa-Bay Sub- County, Kenya. The appraisal of teachers’ performance in public schools in Kenya was initiated by the Teachers Service Commission in 2016. However, the initiative received resistance from the teachers’ unions rendering its implementation to be suspended temporarily until May 2016. Teachers’ performance evaluation guides improvement of teaching skills, to recognize and reinforce teaching excellence, to help teachers focus on student outcomes, and to plan in service education activities. Even so, there is a dearth of information regarding the factors influencing public primary school teachers’ attitudes towards performance appraisal in Homa-Bay Sub County. Therefore, the study specifically sought to: determine the influence of feedback provision on teachers’ attitudes towards performance appraisal in public primary schools in Homa-Bay Sub-County. The study was guided by goal setting theory. The study adopted a descriptive survey research design. The target population comprised of 1 CSO 57 head teachers and 548 teachers from 57 public primary schools. A sample size of 26 head teachers and 133 teachers were selected for inclusion in the study through simple random sampling. Therefore, a total of 160 respondents took part in the study. Self-administered questionnaires were used to collect data from one CSO, 26 head teachers and 133 teachers. Structured and semi- structured interviews were conducted through interview guides. Quantitative data was analyzed using descriptive statistics through SPSS and results presented in tables, while the qualitative data was analyzed thematically. The study revealed that both head teachers and teachers strongly agreed that feedback is only given to them when they ask. This is seen in the highest mean rating of 4.48. The second which was agreed by most head teachers and teachers was that feedback has led to negative attitude towards performance appraisal. This was evidenced by the overall mean rate of 4.08.

Factors Influencing the Provision of Professional Development among Primary School Teachers in Kahama Municipality, Shinyanga Region, Tanzania

Teachers are a way to enact any educational reforms since they have significant power over what is taught in the classroom. According to the research conducted by [1], it has been suggested that; to enhance the effectiveness and efficiency of teachers, it is imperative to recognise the significance of professional development (PD) courses, specifically those focused on in-service education and training for primary school teachers (Inset-PST). The study examined the factors influencing the provision of professional development among primary school teachers in Kahama Municipality, Shinyanga Region, Tanzania. Under the mixed research approach, a convergent parallel research design was adopted. A questionnaire and an interview were employed, and a sample size of 112 was used. The results indicated that teachers’ competences, development of science and technology, challenges in teaching and learning, academic performance of the learner and employer needs are factors that influence the provision of professional development programmes. According to the study's results, there is a need for professional development programs for teachers in public primary schools because they are influenced by a variety of internal and external influences. To improve the delivery of high-quality education, the study recommended that educational leaders should ensure that public primary school teachers are given access to professional development programmes and actively participate in them.

Influence of Cultural Factors and Regulatory Policies on Uptake of Life Assurance Products in Kenya

Life assurance products have been used over the years as both an instrument of protection and a tool for investment. Cultural factors feature prominently among the factors that influence the uptake of Life assurance. This study sought to establish the influence of cultural factors on the uptake of Life assurance products in Kenya, moderated by Regulatory policies. The study was anchored on the Human Life Value Theory. The independent variables in the study were the Cultural factors, the dependent variable was the uptake of Life Assurance products, and the moderating variable was regulatory policies. The study employed a Descriptive survey research design and was quantitative in nature. The sample size of the study was 537 respondents calculated using the Taro Yamane (1970) formula from a study population of 6376 Public Primary school teachers in Kisumu County. The study used primary data, which was collected using a closed-ended questionnaire. The data was analyzed using descriptive statistics, correlation, and regression. The findings indicated that there is a significant relationship between Cultural factors and Life Assurance product uptake among policyholders in Kisumu County, where Cultural factors alone could explain 30.1 percent of the variance in the uptake of Life Assurance products. Equally, there is a strong relationship between Cultural factors, regulatory policies, and uptake of Life Assurance products. The study resolved inconsistencies in theory, policy, and practice, thereby bolstering the argument that insurance companies should consider Cultural factors that increase the use of life assurance products.

Investigating Factors Affecting Teacher Training in Classroom Management at Primary Schools in Tehsil Bhawana, Chiniot (Pakistan)

Teacher training systematically develops attitudes and abilities needed to do the teaching job effectively. Training is extremely beneficial for newbie instructors in understanding the aims and expectations of institutions. The goal of this research is to investigate the role of teacher training in classroom management. The public primary schools of Tehsil Bhawana, district Chiniot, were taken as a study area. All the teachers at public primary schools of Tehsil Bhawana district Chiniot were considered as the population of the study. According to the School Information System (SIS), there are 266 teachers in public primary schools of Tehsil Bhawana. The sample size of 113 teachers was determined by using www.surveysystem.com with a 95% confidence level and a 7% confidence interval. A convenient sampling technique was used to select respondents and collect data. They considered the study objectives, and a well-structured, validated, reliable, and pre-tested questionnaire was used to collect data. Major findings are as follows: Teacher training is helpful in motivating students towards learning with a mean value of 4.50, which lies between agree and strongly agree but slightly inclined towards agree. Political interference reduces the efficiency of teacher training programs with a mean value of 4.48, which lies between agree and strongly agree but somewhat towards agree. Teacher training improves professional development.

Current Safety and Hygiene Practices and Trends in Primary Schools in the Midlands Province of Zimbabwe

The study sought to establish the influence of structured classroom debates on the proficiency of the English language among pupils in selected public primary schools in Mayuge District. A cross-sectional design was used to conduct a study about debate and proficiency in English. The researcher prepared a set of structured questions for teachers in public primary schools. The interview guided interactions between the researcher and each head teacher. Four interview sessions, each not exceeding one hour per primary school, were held with each head teacher. Head teachers were asked to provide documented information about pupil performance. A focus discussion guide was prepared in line with the specific objectives of the study and used to obtain findings from learners. A strong positive statistically significant relationship (r =.478**; P =.000) exists between structured class debating and proficiency in English for primary school pupils in Mayuge District. This find.ing suggests that engaging primary school pupils in structured class debating activities can significantly improve their proficiency in English. The correlation coefficient of 0.478 indicates a moderate strength of the relationship, while the p-value of 0.000 indicates a high level of statistical significance. Therefore, it can be concluded that incorporating debate exercises into the curriculum can be an effective strategy for enhancing English language skills among primary school pupils in Mayuge District. To enhance the influence of structured classroom debating on English proficiency among pupils: Teachers can provide a diverse range of debate topics that cater to different interests and levels of language proficiency

INFLUENCE OF INSTRUCTIONAL SUPERVISION IN PROMOTION OF CHILD-FRIENDLY LEARNING ENVIRONMENT IN RURAL PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

Effective head teachers’ management practices should be aimed at fostering all-inclusive and child-focused learning environments for quality learning and the general well-being of all learners. The purpose of the study was to investigate the influence of instructional supervision in the promotion of a child-friendly learning environment in rural-based public primary schools in Meru County. The study utilised a descriptive survey design and targeted 775 teachers in rural-based public primary schools in Meru County. Simple random sampling was used to select a sample of 155 teachers. Data was collected through questionnaires. Data analysis was carried out through descriptive and inferential statistics. The results of the study revealed a significant relationship between instructional supervision and the promotion of a child-friendly learning environment (r (146) = .22, P = .007). The instructional supervision practices in the study were focused on: supervision of instructional processes, professional development, teacher empowerment, and instruction and guidance on curriculum delivery. Based on the findings, there is a need to improve on direct supervision of instructional processes towards enhancing teaching conditions and quality of learning. The study recommends that head teachers need to receive more in-service training in areas of professional development, and curriculum and assessment. The study further recommends that the government needs to avail more resources for continuous teacher empowerment and professional development plans.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0758/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Factors for Public Primary School Teachers to Engage in Professional Development

This study focused on and critically analyses of factors for public primary school teachers to engage in professional development. A total of 68 respondents were purposive sampled and reached. Data on factors for primary school teachers engaging in professional development were gathered using interview and focus group discussion. Qualitative method employed during data collection, analysis and interpretation. Respondents perceived that, there is intrinsic factor and extrinsic factors which motivate them to engage in professional development. Within such disposition there is individual interest and improving skills and knowledge as intrinsic factors. Also there is salary increment, Promotion, career change, head teachers harassment, change of curriculum and availability of institutions as an extrinsic factors. The study indicated that primary school teachers need to learn more complex and varied repertoire of teaching in addition to what was necessary in their past. This study is crucial for widening up primary school teachers on the factors motivated them to engage in professional development. Finally, the study recommends that similar studies should be conducted in more public primary schools in the same municipality or in other municipalities in the same region or in more regions with more districts to come up with more generalizable findings by covering a large study area would make generalization on the challenges public primary school teachers face when engaged in professional development feasible.

Impact of School Massification on the Professional Commitment of Teachers of Public Primary Schools in Kara, Togo

In its efforts to provide a constant response to the various international education meetings and the requirements of Technical and Financial partners, Togo has adopted new educational policies. Preschool and primary education have now been free since 2008. This free education leads to school massification which influences the professional commitment of teachers. This article starts from the postulate according to which school massification negatively influences the professional commitment of teachers. The aim is therefore to analyze the influence of school massification on the social commitment of teachers in public primary schools in the town of Kara. To do this, a survey was carried out among 129 teachers chosen at random from 11 schools in the city. The research combines quantitative and qualitative methods. The results show that the sample is predominantly male (59%), the average age is 35 years old. The population surveyed (n=129) is mainly a BAC II graduate (n=61) and young (n=73). Teachers believe that free primary school is a source of their unease. Their professional disengagement, which is a consequence of school massification, emanates from this new policy. On the one hand, it creates insufficient infrastructure and a lack of teachers and on the other hand, it has a negative impact on the quality of academic performance.

Human rights promotion in the south east Nigeria: The influence of Christian religious education

Human rights have been threatened in recent years globally especially in Nigeria where human rights situation has continued to deteriorate. This study investigated human rights promotion in the south east Nigeria and the influence of Christian religious education among primary school teachers. The study adopted descriptive cross sectional research design. The population of the study comprised of all the public primary school teachers of CRS from the five South-East states in Nigeria. The researchers selected only 100 professional trained CRE teachers using accidental sampling techniques. Structured questionnaire was used to collect data while Mean and Standard Deviation was used to analyze the data. The result revealed the overall mean scores of (= 3.2). This indicated that CRE has an influence in the promotion of fundamental human right among the population. The result of the study further indicated that CRE has an influence in the promotion of morals and principles towards the promotion of fundamental human rights, with the overall mean scores of (= 3.21). Again, the mean scores of (= 3.3), revealed the influence of effective teaching of CRE in schools for the promotion of human fundamental right in the south eastern Nigeria. The study concluded that the School managers and teachers should fully recognize the aims and objectives of CRE and should emphasize the Christian virtues in daily activities of the school as a way of indoctrinating them with the basic social teachings of Jesus as embedded in the National Policy of Education.

Effects of the Psychosocial Factors Experienced by Teachers on Teaching Effectiveness in Secondary SchoolsEffects of the Psychosocial Factors Experienced by Teachers on Teaching Effectiveness in Secondary Schools in Ilemela Municipality

This study explores the effects of teachers’ psychosocial factors on teaching effectiveness in secondary schools in Ilemela Municipality. The study employed the psychosocial theory developed by Erikson (1959). The mixed research approach was used. The sample size was 92 secondary school students and 100 teachers which was obtained using simple random and purposive sampling techniques. The researcher employed questionnaires to collect quantitative data and interviews to collect qualitative data. Quantitative data was analysed using SPSS in which findings were presented using frequency distribution tables, while qualitative data was presented using thematic analysis. The findings show that there are psychosocial factors that do influence teachers’ decision-making in relation to assessment and evaluation as well as planning and implementation such as preparation of Teaching and Learning, assessment process, preparation of assessment tools, evaluation remarks, affect evaluation decision, and affect evaluation strategy. This implies that the psychological factors existing in the working area affect the decision-making process related to assessment and evaluation. Also, there are different strategies to be planned and implemented by school management and teachers to overcome the psychosocial factors they experience in their work contexts. The study recommends that educational leaders should ensure that public primary school teachers are provided with training on how to handle psychosocial problems.

The Role of Leisure Satisfaction, Leisure Boredom, in Predicting Occupational Burnout Among Public Primary School Teachers in Saudi Arabia

The Role of Leisure Satisfaction, Leisure Boredom, in Predicting Occupational Burnout Among Public Primary School Teachers in Saudi Arabia

Providing Relevant Teacher Education To Teachers of Inclusive Education in Primary Schools in Eswatini

The study aims to investigate the appropriateness of teacher education provided by teacher training institutions to teachers for an inclusive set-up in primary schools, Eswatini. Learners with disabilities in Eswatini are usually found in special schools; however, the government of Eswatini advises parents to send these children to nearby community schools. The study investigated whether the teachers in public primary schools were appropriately trained by the teacher training institutions for inclusive classrooms. A qualitative approach was used in the study, employing the multiple case study design. Semi-structured interviews were used to collect data from Eswatini senior inspector of inclusive education, a parent of an out-of-school child with a disability, two teachers and a school principal from each of the four schools involved in the study. The recommendations would assist teacher training institutions in Eswatini to improve inclusiveness in their courses. The study revealed that teachers were not competent to teach learners with disabilities in an inclusive classroom. Some primary schools did not admit children with disabilities due to their pre-service training. The study recommended that the pre-service training should be aligned with the situations in schools. Through the study, a model ensuring teachers' competence in inclusive education was produced.

Development and Viability of an Alternative Virtual-Contextual Model in Teacher Training: Continuity Initiative in Laid-back Settings

Initiatives to ensure the continuity of training programs within the COVID-19 environment had been regarded emergent and discretionary particularly in laid-back settings. The training initiative to improve the professional practice of 35 public primary school teachers in Sumba, one of the remotest islands of Nusa Tenggara, Indonesia fitted this mold. The call for a responsive training that grounds teachers’ teaching and the context of their professional training remained a vantage point for systemic exploration. Qualitatively designed, this study explored the practicality of combining the virtual and the conventional teacher training mode. It hinged on a 1-year training period, of which five months charted the implementation of the face-to-face or conventional mode and the next seven months spanned the implementation of both virtual and conventional training modes. Guided by the systemic analysis approach, data collection emerged into two timelines. Phase 1 data collection framed the conceptualization of the virtual-contextual model and Phase 2 data collection grounded the operational features of the alternative-virtual framework. For validity triangulation, three external master trainers of trainers (MTOT) scrutinized the frameworks and a school site mentor, the overseer of the training program. Likewise, data from related trial studies formed integral part in the revisions of the training models. Formative and summative trainee artifacts such as lesson plans, teaching and learning materials, reflection notes, self- and peer reviews as well as interview typescripts were pooled, thematically coded, and inductively analyzed. Moreover, demonstration teaching tasks were assessed and were used to explain teacher practice orientations and improved changes. The findings yielded four (4) combined delivery strategies featuring the virtual-contextual model: (1) virtual synchronous training and asynchronous training; (2) teacher and peer interactive activities and formative support from the school-based mentor; (3) online and direct feedback from virtual trainers and school-based mentor; and (4) workplace formative-summative assessment and intermittent incentives with parallel extrinsic reinforcement. In conclusion, the combined outcomes of these four strategies propelled a layered yet mutable or alterable teaching attributes in the aspects of pedagogical content knowledge (PCK), namely: curriculum knowledge, learning instruction, understanding how students learn, and specific content mastery.

ENHANCING TEACHING AND LEARNING STRATEGIES FOR PUBLIC PRIMARY SCHOOL EDUCATORS TO ACCOMMODATE VERNACULAR LANGUAGE DIVERSITIES IN HANANG DISTRICT, TANZANIA

&lt;p&gt;The study assessed public primary school teachers' strategies for accommodating learners with vernacular language backgrounds in Hanang District, Tanzania. The study involved 110 participants, including 44 teachers and 49 pupils, 4 Ward Education Officers, 1 School Quality Assurance Officer, 1 District Primary Academic Officer, and 11 head teachers. The study employed a mixed research approach. The study selected the sample size using simple random and purposive sampling, and we collected the data through questionnaires, interviews, and observation. The collected data was analyzed using computer software, Statistical Package for Social Sciences (SPSS version 20). The study's findings indicated that most public primary school teachers in Hanang used multiple teaching strategies, such as songs, total physical response, questions and answers, the direct method, and reading aloud, to accommodate pupils with vernacular language backgrounds. These strategies were most frequently employed in lower levels, exceptionally standard one and two. Further, primary school teachers were using teaching and learning materials like pictures, photographs, drawings, cards, flip charts, and natural objects. Also, primary school teachers assess and evaluate their pupils through written exercises, tests, questions and answers, and oral quizzes. The study concluded that multiple teaching strategies helped learners with vernacular backgrounds in public primary schools to master Kiswahili. Also, the assessment and evaluation tools in public primary schools effectively accommodated all pupils’ capabilities and levels of skills. Therefore, teachers should construct standard tests. Hence, the study recommended that the Ministry of Education, Science and Technology (MoEST) organize seminars, workshops and in-service training (IN-SET) to update and impart new knowledge to the teachers on using teaching strategies and preparing practical assessment tools. The government should also employ enough primary school teachers specialized in early childhood education, construct many classrooms and supply sufficient and relevant teaching and learning materials.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0016/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The Effects of School Quality Assurance on Teachers’ Performance in Public Primary Schools in Iringa District, Tanzania

The study focused on the district of Iringa, Tanzania of school quality assurance (SQA) on teachers’ performance in public primary schools in Iringa, Tanzania. The research used a qualitative approach, hence, purposive and snowball sampling technique employed to acquire the required data. Targeted populations involved the Quality Assurance Officer, public primary school teachers, district education officer, academic teachers and head teachers. Moreover, data were collected through interview and focus group discussion and data were analysed thematically with direct quotation. Arguably, SQA involves systematic monitoring and review of education programs to maintain and improve the quality, equity and efficiency. For teachers, SQA is believed to improve their work performance and professional growth and therefore positively influence the teaching and learning processes. For instance, studies have also shown that SQA activities help teachers to attend school and classes, improve their school curriculum delivery as well as classroom management skills. The findings showed that SQA helped schools to improve and was effective in different aspects such as; teachers’ classroom assessment, discussion with teachers after classroom assessments, providing classroom assessment reports, advising higher authorities on issues related to school improvement as well as strengthening internal SQA.

Frequency of Staff Development Programs and Teachers’ Job Performance in Kwara State Primary Schools, Nigeria

The study adopted a descriptive survey research design. The population of the study consisted of 14,206 public primary school teachers and 1,406 head teachers in the senatorial districts of Kwara State. The sample for the study comprised 440 respondents selected using a multistage sampling procedure. A self-designed, validated research instrument titled “Staff Development and Teachers Job Performance” (SDTJP) was used to collect data for the study. The reliability of the instrument was ensured with a coefficient index of 0.77. The collected data were analyzed using percentage scores and regression analysis. The result shows that the frequency of conducting the program for the Kwara State primary school teachers was once every session for some programs (88.4% and termly for others (68.2%) in Kwara State primary schools. Developmental programs significantly influenced staff job performance in the schools, 58.9% (Adj. R2 =.589). The study concluded that the development programs for teachers in Kwara state primary schools were carried out termly, while some other ones came up once in a session. It was also discovered that developmental programs significantly influenced staff job performance in the state primary schools. It was recommended that the government endeavor to add conferences as part of the professional development programs made available for primary school teachers in Kwara State to enhance their pedagogic skills and competence towards meeting the expectations of the general public.