Professional development and teachers effectiveness in addressing students with specific learning disabilities : the case of Secondary School Teachers in Buea municipality

Abstract

This work entitled “professional development and teachers‟ effectiveness in addressing students‟ with specific learning disabilities”. This study is out to evaluate the extent to which professional development influences teachers‟ effectiveness in addressing students with specific learning disabilities. The main research hypothesis stipulates that professional development has a significant influence on teachers‟ effectiveness in addressing students with specific learning disabilities. In order to proceed, four secondary research hypotheses were formulated to guide the study. This study was quantitative in nature and involved 226 teachers drawn from five secondary schools in the Buea municipality (GHS Bokwango, PCSS Buea, BGS Molyko Buea, GHS Buea and GHS Buea Rural). The random sampling technique was used and datawere collected through the use of questionnaire and observation checklists. These hypotheses were tested at the level of 0.05 level of significance and analyzed using Pearson‟s Correlation Coefficient and Multiple Regression. The results show that: - There is a significant positive correlation between training in students‟ needs assessment and teachers' effectiveness, r (224) = 0.337, (p < .001). - There is a significant positive correlation between training in teaching techniques and teachers' effectiveness, r (224) = 0.387, (p < .001). - There is a significant positive correlation between training in remedial teaching and teachers' effectiveness, r (224) = 0.365, (p < .001). - There is a significant positive correlation between training in collaborative teaching and teachers' effectiveness, r (224) = 0.337, (p < .001). These findings reveal that for teachers to be effective in filling the gaps of learners in the classroom, emphasis should be laid on their continuous training. Based on these findings, recommendations were made to the state and educational authorities to restructure the professional development of teachers to improve on their effectiveness.