Ekwere A. Umoeshiet


This study ascertained the extent of provision of in-service training programmes for improving the professional development of business educators in tertiary institutions in Delta State. Two research questions were raised and two null hypotheses were tested. Descriptive survey design was adopted. The research population comprised one hundred and twenty-four (124) business educators in the four public-owned colleges of education and one university offering business education programme in Delta State. A sample size of 69 respondents was selected for the study using convenient sampling technique as a result of the Coronavirus pandemic. A four point rating scale questionnaire containing 15 items was used for data collection. Cronbach Alpha method was used to establish the reliability of the instrument which yielded coefficients of 0.74 and 0.81 for the different clusters with an overall coefficient of 0.78. The researcheradministered the instrument with the help of five research assistants. Mean and standard deviation were used to answer the research questions and determine the homogeneity or otherwise of the respondents’ while analysis of variance was used to test the hypotheses at 0.05 level of significance using SPSS 23.0.Findings of the study revealed that teacher’s professional knowledge component of in-service training programme was provided to a low extent and instructional applications of ICT component were provided to a very low extent. The study also discovered that business educators do not differ significantly in their mean ratings on the extent of provision of teacher’s professional knowledge and instructional applications of ICT components of in-service training programme for improving their professional development in tertiary institutions in Delta State based on their years of teaching experience.The study concluded that the low provision of in-service training programme will negatively affect business educators’ professional practice and development of core pedagogical competencies required for improving the quality assurance of business education programme in tertiary institutions. It was recommended among others that, in-service training programmes should be held frequently in order to keep business educators abreast with current practices of the teaching profession to enable them provide qualitative teaching and learning experiences for their students in tertiary institutions.


Keywords: In-service training programme, professional development, teacher’s professional knowledge, instructional applications of ICT


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