Professional Development Needs of Islamic Studies Teachers in State-Owned Secondary Schools in Kwara State

This study assesses the professional development needs of Islamic Studies teachers in state-owned secondary schools in Kwara State, North Central Nigeria. The quality of Islamic education at the secondary level is directly influenced by the instructional competencies and ongoing professional growth of its teachers, yet systematic professional development programmes for this group remain limited. The study employs a descriptive survey design with questionnaires and interview guides administered to 120 Islamic Studies teachers and 30 school principals across Ilorin East, Offa, and Irepodun local government areas. Data were analysed using descriptive statistics and factor analysis. Findings indicate that Islamic Studies teachers express significant needs in the areas of technology-integrated instruction, curriculum interpretation, student assessment techniques, and classroom management for large classes. In-service training opportunities are infrequent and not tailored to subject-specific needs. The study recommends the establishment of a dedicated Islamic Studies Teacher Professional Development Unit under the Kwara State Teaching Service Commission, the design of modular training programmes addressing identified needs, and the formalisation of teacher mentorship networks within the state. These findings are relevant to educational administrators, teacher training institutions, and state government officials responsible for secondary school quality assurance. Keywords: professional development, Islamic Studies teachers, secondary schools, Kwara State, teacher training.