TRANSFORMATIVE PROFESSIONAL DEVELOPMENT FOR RIVERS STATE TEACHERS’ CAPACITY BUILDING IN A GLOBALLY COMPETITIVE LEARNING ENVIRONMENT

Abstract

This study investigated the influence of transformative professional development (TPD) on the capacity building of public secondary school teachers in Rivers State, Nigeria, within the context of a globally competitive learning environment. Specifically, the study examined continuous professional learning and reflective practice as key dimensions of TPD and their effects on teachers’ pedagogical competence, instructional effectiveness, and professional growth. The study adopted a descriptive survey research design and targeted a population of 381 teachers across the three senatorial districts of Rivers State. A structured questionnaire was used for data collection, and reliability was established using Cronbach Alpha (α = 0.87). Data were analyzed using mean and standard deviation to address the research questions, while one-way ANOVA tested the hypotheses at the 0.05 level of significance. The findings revealed that continuous professional learning significantly facilitates teachers’ capacity building, enhancing instructional delivery, classroom management, and adaptation to evolving educational standards. Similarly, reflective practice was found to improve teachers’ professional competence, promoting critical evaluation of instructional practices and fostering continuous improvement. ANOVA results indicated no significant differences in teachers’ perceptions across Rivers East, Rivers West, and Rivers South-East senatorial districts regarding the impact of both continuous professional learning and reflective practice, suggesting uniform recognition of the relevance of these professional development strategies across the state. Based on these findings, the study concluded that transformative professional development is essential for strengthening teachers’ capacity in public secondary schools, providing the skills and competencies necessary for effective teaching in a globally competitive context. Consequently, it recommended the institutionalization of sustained professional learning programmes, formal integration of reflective practice, establishment of school-based professional learning communities, alignment of professional development with global competency standards, and continuous monitoring and evaluation of teacher development initiatives. The study contributes to the discourse on teacher capacity building in Nigeria and offers practical insights for policymakers, educational administrators, and teacher education planners.