Nnadiebube Journal of Education

The study examined professional development programmes as predictors of teachers’ task commitment in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study was 6,598 teachers in the 267 public secondary schools from the six education zones in Anambra State. The sample of 660 teachers was used for the study. Multistage sampling techniques comprising proportionate stratified and simple random sampling technique was used for the study. Two researcher-structured instruments were used for data collection: Professional Development Programmes Questionnaire (PDPQ) and Teachers’ Task Commitment Questionnaire (TTCQ). The instruments were subjected to face and construct validation. Face validation was done by three experts while construct validation was carried out with Principal Component Analysis approach. The reliability of the instrument was done using Cronbach Alpha technique and the average coefficient values of 0.82 for PDPQ and 0.87 for TTCQ were obtained and considered highly reliable and suitable for the study. Simple regression statistical tool was used for the study. The study revealed that conference and in-service training positively and significantly predicted teachers’ task commitment in public secondary schools in Anambra State. The study concluded that professional development programmes jointly are positive and significant predictors of teachers’ task commitment in public secondary schools in Anambra State. Based on the findings, the study recommended among others that secondary school principals in conjunction with the Post Primary School Service Commission should organize professional development programmes annually for teaching staff in their respective schools to improve their skills which will enhance their task performance and commitment in Anambra State

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