Professional Development Needs of Music Teachers in Kwara State: A Needs Assessment

This study conducts a professional development needs assessment for music teachers in public secondary schools in Kwara State, North Central Nigeria. Professional development is a critical determinant of teaching quality; however, systematic identification of the specific learning needs of music educators in Nigerian states is rarely conducted. In Kwara State, music teachers face challenges including evolving curriculum demands, limited access to technology, diverse student learning needs, and insufficient institutional support. This research identifies the professional knowledge gaps, skill deficiencies, and training priorities of music teachers across three senatorial districts in Kwara State through a structured needs assessment survey administered to 80 practicing music teachers. Supplementary data are gathered through focus group discussions and interviews with education officers and school principals. The survey instrument addresses content knowledge, pedagogical skills, assessment competence, technology integration, and professional identity. Data analysis employs descriptive statistics and factor analysis to identify priority needs clusters. The study draws on professional development literature, teacher education research, and recent policy studies on education quality in Nigerian public schools. Findings will inform the design of targeted, context-appropriate continuing professional development programmes for music teachers in Kwara State and similar North Central contexts. Keywords: Professional development, music teachers, needs assessment, Kwara State, teacher training.