Professional development and teacher support strategies as predictors of student motivation and learning outcomes in Oyo metropolis
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ID: 309361
2025
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Abstract
The persistent decline in student engagement and academic achievement in secondary schools within Oyo Metropolis has drawn attention to the pressing need for empirical investigation into the instructional and institutional factors shaping educational outcomes. This study examined the predictive effects of professional development and teacher support strategies on student motivation and learning outcomes. Anchored in Self-Determination Theory and Social Cognitive Theory, the research adopted a predictive correlational survey design involving 337 teachers and 361 students selected through a multistage sampling technique from public senior secondary schools. Data were collected using validated instruments measuring professional development, teacher support strategies, academic motivation, and learning outcomes. Multiple regression analyses were employed to test three hypotheses. The findings revealed a significant contribution of professional development to student motivation (R² = 0.214, p < 0.05), and of teacher support strategies to students’ learning outcomes (R² = 0.230, p < 0.05). Additionally, the combined influence of both variables accounted for 50.8% of the variance in student motivation and learning outcomes (R² = 0.511, p < 0.05). These results underscore the critical role of continuous, needs-based professional training and robust support systems in enhancing teaching effectiveness and fostering enriched learning environments. The study concludes that coordinated investment in both professional development and institutional support frameworks is essential for improving student engagement and academic success in Oyo Metropolis. It recommends policy-driven initiatives to institutionalize structured professional development programs and comprehensive teacher support systems to optimize educational delivery and student performance.
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| Authors | Alaba Cynthia Aigbekaen |
| Journal | Aminu Kano Academic Scholars Association Multidisciplinary Journal |
| Year | 2025 |
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| Keywords | Keywords not found |
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