Professional Development Needs of Home Economists in Public Secondary Schools in Anambra State: Implications for Food Science Education

The quality of Home Economics and Food Science education at the secondary school level is directly tied to the professional competence of practising teachers. In Anambra State, South East Nigeria, concerns about instructional quality have been linked to gaps in continuous professional development opportunities. This study assessed the professional development needs of Home Economics teachers in public secondary schools in Anambra State and their implications for food science education delivery. A descriptive survey design was employed, with 140 Home Economics teachers selected through proportionate stratified sampling from 25 public secondary schools across four education zones. A structured professional development needs assessment instrument was validated and administered. Data were analysed using means, standard deviation, and t-tests. Findings revealed that teachers experienced significant deficits in practical food science skills including laboratory techniques, food safety protocols, and nutritional assessment methods. Opportunities for in-service training and subject-specific workshops were reported to be inadequate and irregularly organised. Female teachers and those in rural schools reported greater professional isolation. Participation in professional associations was low. The study recommends that the Anambra State Ministry of Education design structured, subject-specific in-service training programmes for Home Economics teachers and establish professional learning communities at zonal levels to sustain ongoing professional growth. Keywords: professional development, Home Economics teachers, Anambra State, food science education, secondary schools