Professional Development Needs of Technical Teachers in Post-Graduate Diploma Programmes in Kano State

This study identifies the professional development needs of technical teachers enrolled in Post-Graduate Diploma programmes in vocational and technical education in Kano State, North West Nigeria. As the demand for skilled labour intensifies in northern Nigeria, the professional capacity of technical teachers becomes increasingly critical. Many in-service technical teachers seek PGD qualifications to upgrade their credentials, yet the specific developmental areas that require focused attention remain poorly documented. The study employs a descriptive survey design, engaging 120 PGD students at state and federal institutions in Kano Municipal, Nassarawa, and Fagge local government areas. A validated needs assessment instrument covers competency areas including instructional technology use, curriculum adaptation, assessment design, and workshop management. Mean scores and factor analysis identify priority development areas. Findings are anticipated to reveal significant needs in digital instructional design, differentiated instruction, and reflective teaching practice. The study also examines how years of teaching experience and trade area specialisation moderate professional development needs. Recommendations include competency-based PGD curriculum restructuring, peer learning communities for in-service teachers, and mentoring by industry practitioners. This research contributes to technical teacher education literature in North West Nigeria and provides a framework for designing more responsive PGD programmes aligned with the current demands of vocational education delivery. Keywords: professional development, technical teachers, PGD programme, Kano State, vocational education