Models and Delivery Methods of In-service Teacher’s Professional Development Programmes of Federal Government Colleges

This study assessed the implementation of models and delivery methods of in-service professional development programmes of Federal Government Colleges (FGC). Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. The study adopted descriptive survey research design and the study population comprised 276 teachers (58 males and 218 females within the age brackets of 25-60 years). Data was collected using questionnaire titled, “Implementation of models and delivery methods of in-service development Questionnaire” (IMDIDQ) which was validated. Cronbach Alpha method was used to determine the reliability coefficient of the instrument, the overall reliability coefficient was 0.88. Arithmetic mean and standard deviation were used in analyzing collected data, while z-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study showed that the models utilized were implemented on a low extent and there was significant difference in the mean ratings of male and female teachers on the extent of implementation of delivery methods used for in-service teachers’ professional development programmes of FGCs.