Professional Development Needs of Science Teachers in Junior Secondary Schools in Akwa Ibom State

This study assessed the professional development needs of Junior Secondary School Science teachers in Akwa Ibom State, Nigeria. As curriculum expectations evolve and student learning contexts diversify, teachers require ongoing professional growth opportunities tailored to their actual instructional challenges rather than generic training programmes. A needs assessment survey design was used. A sample of 180 JS Science teachers from schools across Uyo, Eket, and Ikot Abasi Local Government Areas participated. A Professional Development Needs Inventory covering content knowledge update, ICT integration, inclusive instruction, assessment design, and laboratory management was validated by educational professionals with a reliability of 0.80. Descriptive statistics, including weighted means and priority ranking, were used in analysis. Results indicated that ICT integration, updated content knowledge in emerging science topics, and differentiated instruction for mixed-ability classes were the highest-priority development needs. Teachers with longer service years prioritised ICT training, while younger teachers ranked content updates and laboratory skills higher. School administrators confirmed a lack of structured professional development planning at the school level. Recommendations included establishment of a state science teacher professional learning community, annual needs-based training cycles, and dedicated professional development budgets at the school level. Keywords: professional development, Science teachers, junior secondary, Akwa Ibom State, training needs.