PPPs have proven to be a viable tool for providing public services and building society in both developed and developing countries, and they have been implemented in a number of countries throughout the world, including Senegal, the United Kingdom, and the United Arab Emirates. PPP agreements have allowed these countries to construct massive infrastructure and edifices. However, it has yet to prove effective in Nigeria. As a result, the current study compares and contrasts the professional growth, quality, and academic achievements of teachers in PPP and non-PPP schools. The study's goal is to determine the amount of teacher professional development, teacher quality (qualification, years of experience), and their impact on student academic attainment. With one experimental group and one control group, the study used a quasi-experimental pre-test and post-test control group design. All senior high school class I pupils in Osun state make up the study's population. The multistage sampling procedure was used to pick a total of 1312 subjects (1152 SS 2 students and 160 SS Teachers). The following research instruments were employed in this study: I the English Achievement Test (EAT) with a reliability of 0.78; (ii) the Mathematics Achievement Test (MAT) with a reliability of 0.65; and (iii) the Mathematics Achievement Test (MAT) with a reliability of 0.65. (iii). TQI (Teachers' Quality Inventory) has a correlation coefficient of 0.72. The study's technique was divided into two parts: pre-treatment and post-treatment. The data was analysed through descriptive and inferential statistics, and the hypotheses generated in this study were tested at a significance level of 0.05. Teachers are more efficient after completing a professional programme, according to the findings. Finally, if high standards are to be maintained in terms of student outcomes, teachers' professional development must be improved. As a result, it was suggested that teachers be encouraged to attend relevant workshops, seminars, and on-the-job trainings on a regular basis. Furthermore, as a result of the current Coronavirus pandemic, Webinars and Zoom (Virtual mode) sessions are now available in a variety of sectors of study, providing chances for classroom instructors to receive professional development training without having to travel.
Author(s) Details:
Oladosu, Christianah Tinuola,
Department of Educational Foundations and Management, Osun State College of
Education, Ila-Orangun, Osun State, Nigeria.
Ayoola, Rebecca Adeola,
Department of Educational Foundations and Management, Osun State College of
Education, Ila-Orangun, Osun State, Nigeria.
Olokede, Nathanel Olusola,
Department of Educational Early Childhood Education, Osun State College of
Education, Ila-Orangun, Osun State, Nigeria.
Ojo, Adeola Omolola,
Department of Educational Psychology, Osun State College of Education,
Ila-Orangun, Osun State, Nigeria.
Please see the link here: https://stm.bookpi.org/CRLLE-V4/article/view/6160
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