Professional Development Needs of Social Studies Teachers in Secondary Schools in Kano State: A Management Perspective

This study investigates the professional development needs of Social Studies teachers in secondary schools in Kano State, North West Nigeria, from an educational management perspective. Effective professional development is central to sustaining high-quality instruction, yet many schools in the North West geopolitical zone lack systematic frameworks for identifying and addressing teachers' growth needs. Using a descriptive survey design, 120 Social Studies teachers and 40 school administrators from 40 secondary schools in Kano Municipal and Nassarawa Local Government Areas were surveyed. A validated Professional Development Needs Assessment Questionnaire was administered. Data were analysed using mean, standard deviation, and independent samples t-test. Findings reveal that the most pressing professional development needs included curriculum implementation skills, ICT integration, and student assessment competencies. Existing professional development initiatives were perceived as infrequent, poorly targeted, and inadequately funded. Significant differences in perceived needs were found between junior and senior teachers. The study recommends that the Kano State Ministry of Education develop a systematic, needs-based professional development framework for Social Studies teachers, supported by adequate budgetary allocation and regular evaluations of programme outcomes.

Keywords: professional development, Social Studies teachers, educational management, Kano State, secondary education.