Designing a Drama Education Professional Development Programme for Public Secondary School Teachers in Kogi State

Public secondary school drama teachers in Kogi State often lack specialist training in contemporary drama pedagogy, and designing a structured professional development programme addresses this critical gap in arts education provision. This study designed a drama education professional development programme for public secondary school teachers in Lokoja, Okene, and Idah Local Government Areas, Kogi State, North Central Nigeria. A professional programme design methodology was employed, drawing on a baseline assessment of drama teaching competencies among 60 secondary school drama teachers, structured consultations with 10 drama education specialists and 8 state education officers, and review of the National Teachers Institute drama education curriculum. Baseline assessment confirmed that 78.3 percent of teachers had no pre-service specialist drama training, that most drama teaching relied exclusively on textbook exercises rather than practical exploration, and that performance assessment was rarely incorporated into classroom practice. The programme designed covers six modules delivered over one academic year through face-to-face weekend workshops: drama teaching philosophy and methodology, process drama techniques, script analysis and production, physical theatre and movement, assessment in drama, and devised theatre facilitation. Observation and peer teaching components ensure practical skill development. Expert review by ten drama education and teacher training specialists confirmed the programme's pedagogical coherence. Recommendations include NTI accreditation, Kogi State TESCOM endorsement, and mandatory enrolment for all secondary drama teachers in the state.

Keywords: drama education, teacher professional development, secondary schools, Kogi State, arts pedagogy