Professional Development Needs of Home Economics Teachers in Secondary Schools in Rivers State

This study assesses the professional development needs of Home Economics teachers in secondary schools in Rivers State, South South Nigeria. As the Home Economics curriculum continues to evolve in response to contemporary societal needs, teachers require continuous professional development to remain pedagogically current and professionally competent. The study employs a descriptive survey design, targeting 160 Home Economics teachers in public and private senior secondary schools across Obio-Akpor and Ogba-Egbema-Ndoni local government areas. Data were collected using a needs assessment questionnaire. Objectives include identifying the professional development needs of teachers across content knowledge, instructional technology, curriculum integration, and assessment dimensions, and determining the frequency and quality of in-service training received. Recent literature from Nigeria identifies inadequate in-service training as a systemic weakness impairing Home Economics teachers' capacity to implement reformed curricula. Data were analysed using mean scores and standard deviation, with a mean threshold of 2.50 determining significant need. The Andragogy Framework guides the study, recognising teachers as adult learners with distinct professional development needs. Findings are anticipated to reveal significant unmet needs particularly in technology integration and curriculum interpretation. Recommendations address the Rivers State Teaching Service Commission, the Teachers Registration Council of Nigeria, and institutional leaders regarding structured, need-based professional development programmes. Keywords: professional development, Home Economics teachers, in-service training, curriculum, Rivers State.