SCHOOL LEADERSHIP PRACTICES AND TEACHER CONTINUOUS PROFESSIONAL DEVELOPMENT IN PUBLIC SECONDARY SCHOOLS IN IJEBU-ODE, OGUN STATE

Abstract

This study examined the roles of school leadership and the strategies employed to enhance teachers’ continuous professional development (CPD) in public secondary schools in Ijebu-Ode, Ogun State. A descriptive survey design was adopted. The study population comprised teachers and school leaders, from which 174 participants were selected from ten public secondary schools. Data were collected using a validated researcher-designed questionnaire school leadership professional development programmes questionnaire (SLPDPQ) and analysed using mean scores and standard deviations. Findings revealed that school leaders play significant roles in promoting CPD, with mean scores ranging from (x̄ = 2.97, SD = 0.68) to (x̄ = 3.37, SD = 0.64) and an overall mean of (x̄ = 3.12, SD = 0.73). Major leadership roles identified included organizing in-service training, integrating professional development into school improvement plans, recognizing teachers’ participation, and aligning development programmes with instructional needs. These findings indicate that leadership involvement contributes positively to teacher professional growth. The study also found that school leaders employ several strategies to support CPD, including scheduling regular training programmes, encouraging collaboration, partnering with external agencies, supporting attendance at off-site workshops, and providing instructional resources. Strategy items recorded mean values ranging from (x̄ = 3.09, SD = 0.76) to (x̄ = 3.39, SD = 0.56), with an overall mean of (x̄ = 3.19, SD = 0.69), suggesting that leadership strategies for CPD implementation are widely practiced. The study concludes that school leadership plays a supportive and facilitative role in strengthening teachers’ professional learning, although systemic constraints may limit the full impact of these efforts. It recommends strengthening leadership capacity, institutionalizing school-based professional learning structures, and improving policy support to enhance the sustainability and effectiveness of CPD programmes.