Influence of Peer Counselling on Teacher Professional Development among Public Senior Secondary Schools’ Teachers in Kaduna State, Nigeria

Solomon Moses, Maryam Abdullahi, Umma Sada

Abstract


This study examined the influence of peer counselling on teacher professional development among senior public secondary school teachers in Kaduna state. The objective was to determine of influence of peer counselling on teachers' professional growth and instructional strategies and classroom management in senior public secondary school, Kaduna State. A survey research design was employed, with two research questions and corresponding null hypotheses formulated. The study population consisted of 10,224 senior secondary school teachers in Kaduna State from which 370 male and female teachers were randomly selected from the ten secondary senior schools across the state based on Research Advisor (2006) Two instruments were used for the study namely Peer Counselling Questionnaire (PCQ) and Teacher Professional Development Questionnaire (TPDQ) with reliability coefficient of 0.86 and o.96, respectively.  Pearson Product Moment Correlation was used to test the hypotheses at 0.05 level of significant. The results showed a significant relationship between peer counselling and teachers' professional growth (r = 894, p = 0.00) as well as peer counselling and teachers' instructional strategies and classroom management (r = 0.864, p = 0.00) Based on these findings, it was recommended among others that Schools should establish well-structured peer counselling programs to provide students with the necessary support and guidance. Teachers should receive professional development on differentiated instruction to meet the diverse needs of their students.


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