Teacher Professional Development and Instructional Improvement in Junior Secondary Schools in Plateau State

This study examines the relationship between teacher professional development activities and instructional improvement in junior secondary schools in Plateau State, North Central Nigeria. Professional development is regarded as a core mechanism for maintaining teacher competence, introducing pedagogical innovations, and responding to the evolving learning needs of students. In Plateau State, teacher professional development has been inconsistently organised and poorly monitored, raising questions about its contribution to instructional quality at the junior secondary level. The study adopts a descriptive correlational design and samples 180 teachers and vice principals from 25 junior secondary schools across Jos North, Jos South, and Barkin Ladi local government areas. A validated questionnaire is administered, and data are analysed with mean scores, regression, and Pearson correlation. The study draws on the Continuous Professional Development Framework of the Commonwealth Secretariat. Results indicate a significant positive relationship between structured professional development and measurable improvements in lesson delivery quality, differentiated instruction, and student assessment practices. Ad hoc and unstructured workshop attendance shows a weaker relationship with instructional change. The study recommends the adoption of a systematic professional development plan for junior secondary school teachers in Plateau State, with clear indicators tied to instructional performance. Keywords: professional development, instructional improvement, teacher training, junior secondary schools, Plateau State.