A MULTILEVEL ANALYSIS OF FACTORS INFLUENCING TEACHERS' PROFESSIONAL DEVELOPMENT PARTICIPATION IN PUBLIC SECONDARY SCHOOLS IN DISTRICT 2 OF IKORODU LOCAL GOVERNMENT AREA OF LAGOS STATE, NIGERIA

Abstract

This study investigates the factors influencing teachers’ participation in professional 
development programmes within public secondary schools in District 2 of Ikorodu Local 
Government Area, Lagos State, Nigeria. Recognizing the critical role of professional 
development in enhancing teacher effectiveness and improving student outcomes, the study 
addresses the persistent issue of limited teacher engagement in such programmes.
A cross-sectional survey design was employed, using a multistage sampling technique to select 
288 participants from fifteen public secondary schools. Data was collected through a structured 
questionnaire and analyzed using SPSS version 21.
Findings revealed that teacher participation in professional development was moderate (mean = 
2.68). Key personal factors influencing participation included career advancement goals, a
sense of school belonging, and dedication to improving student learning outcomes. At the school 
level, factors such as leadership support, peer collaboration, resource availability, and relevant 
government policies significantly affected participation. Statistical analysis showed a significant 
combined influence of personal and school-level factors on teacher participation (f = 77.959, p
< 0.05).
The study concludes that targeted interventions addressing both individual and School barriers 
are crucial for improving participation rates. It recommends enhanced school leadership 
practices and equitable resource distribution to create supportive environments for continuous 
teacher development. These insights are vital for policymakers, school administrators, and 
stakeholders aiming to boost educational quality through sustained teacher professional growth.