Management of Professional Development Programmes for Teachers in Secondary Schools in Akwa Ibom State

This study examines the management of professional development programmes for teachers in public secondary schools in Akwa Ibom State, South South Nigeria. As education systems grapple with the challenge of equipping teachers with contemporary pedagogical skills, the quality of programme design, implementation, and sustainability remains a critical management concern. The study employs a descriptive survey design, targeting 240 principals, vice principals, and senior teachers from schools in Uyo, Eket, and Ikot Abasi local government areas. Data were gathered using a professional development management assessment questionnaire validated through expert review and a pilot study. Descriptive statistics, mean scores, and one-way ANOVA were applied. The study draws on the Professional Learning Community Framework and the Organisational Development Model. It assesses planning processes, resource allocation, monitoring mechanisms, and the perceived impact of programme outcomes on classroom practice. Findings are expected to reveal significant weaknesses in needs assessment, follow-up coaching, and impact evaluation as programme management components. The moderating role of school size and principal leadership style on programme effectiveness is examined. Recommendations are directed at the Akwa Ibom State Teaching Service Commission and the National Teachers' Institute on establishing structured, evidence-based management frameworks for teacher professional development. The study offers practical guidance for education administrators on designing and sustaining high-impact teacher development programmes in South South Nigeria. Keywords: professional development, teacher management, secondary schools, Akwa Ibom State, programme effectiveness