Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.3 No.2 June, 2021; pg.

g. 137 – 146
ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

THE INFLUENCE OF TEACHERS' PROFESSIONAL DEVELOPMENT ON MASTERY

OF SUBJECT MATTER

PAUL MUKORO EGBORO (PhD)

Department of Curriculum Studies
Isaac Jasper Boro College of Education, Sagbama, Bayelsa State, Nigeria
[email protected]
+2348037616991

Abstract
This study investigates the influence of teachers' professional development on mastery
of subject matter. The ex-post facto research design was used. Three research questions
and three hypotheses were raised and formulated. The population was made up of all
the teachers in Public Secondary Schools in Delta and Edo States. Stratified random
sampling technique was adopted to select the teachers. The instrument used for data
collection was the questionnaire. The instrument has face and content validity. The
Split-half method was used to determine the reliability of instrument. The spearman
correlation coefficient was used in analyzing it, which gave a value of 0.96reliability
coefficient. The data collected were analyzed with Mean and Standard Deviation for
the research questions while the Pearson Product Moment Correlation was used for
the hypotheses. A mean of 2.50 was adopted as the agreement level of the items. The
findings of the study showed that professional development of teachers’ influence the
mastery of their subject matter, classroom management strategies contributes to
mastery of subject matter, and teaching methods contribute to academic performance
of students. Based on these findings, it was recommended that teachers' professional
development training should be adopted as a yearly exercise for teachers across all
levels of teaching.

Keywords: Teachers' professional development, Mastery of subject matter, Classroom

management strategies, Teaching methods.

Introduction
Teachers' professional development is a programme that can be conducted by different
organizations, in school and out of school, on the job or during sabbatical leave. In view of
this, teachers update their knowledge and skills so that they can meet the requirements of
modern curricula, consider new research in education and adapting to changes in the needed
desire of the students (Bonney, Amoah, Micah, Ahiamenyo & Lemaire, 2015).Professional
development involves training, practice and feedback; enough provided time and follow-up
support. Professional development of a teacher can be achieved through:

 Courses/workshops (e.g. on subject matter, or teaching methods and/or other education

related topics);
 Education conferences or seminars (at which teachers or researchers present their research
results and discuss education problems);
 Qualification programmes (e.g. Degree programmes);
 Observation visits to other schools;
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ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

 Participation in a network of teachers formed specifically for the professional

development of teachers, and
 Individual or collaborative research on a topic of professional interest (Organization for
Economic Co-operation and Development, 2017).

The understanding of subject matter of a discipline enables committed teachers to plan their
lessons and also to evaluate their students’ assignments. Making a lesson plan requires
teachers to simplify their teaching process so that the acts and information of a particular
lesson is passed unto students in an efficient way. In addition, teachers' subject matter
influences their capacity to help students learn subject matter. The knowledge of a teacher
about a subject matter influences his ability to teach it, set questions on it and give work to
students' based on it. This kind of understanding encompasses an understanding of the
intellectual fabric of the subject matter. Many researchers understood the problems of subject
matter in the teaching-learning process. Rena (2018) opined that knowledge of the subject
matter aid the teacher to impart the learners with appropriate and relevant skills leading to
the achievement of stated objectives. As highlighted above, teachers' level of knowledge of
the subject matter has much influence on the process of achieving the lesson's objectives. In
line with this, Rice and Royehoudhury (2014) also asserted that teachers must possess
adequate knowledge in their domains of teaching. Any teacher that does not possess the
adequate knowledge of subject matter in their domain of teaching cannot be effective.
However, teacher's competence in subject goes beyond his/her knowledge of subject matter.
Ehindero and Ajibade (2018) when they put forward that a teachers' achievement is related to
the level of his pedagogical knowledge as different from his understanding of subject matter.

Classroom management strategy is a tool that the teachers should use to create an enabling
environment, ranging from activities to improve teacher-student relationships to rules to
regulate students’ behavior. Classroom management strategies should be planned, be
thoughtful and in consonance with curricula fidelity. Emmer and Stongh (2015) has stated
that the ability of teachers to organize classrooms and manage the behaviour of their students
is essential to achieving good educational outcomes. Brophy (2020) opined that classroom
organization is the action taken to maintain a good learning situation conducive to successful
instruction.

Proactive classroom management strategies aim on implementation of strategies that would

emphasize on how learners should behave in the classroom and how to make the classroom
as predictable as possible to prevent disruptive behaviour. Effective classroom management
is significant to all teachers. It entails all aspects of what is going on in the classroom. Not only
does classroom management involve how the teacher delivers the curriculum, but also how
the learners interact with the teachers. Classroom management includes elements of
discipline, but focuses on creating a peaceful learning situation that is portable, organized,
engaging and respectful for both the teacher and learners. Akpan, Rssien and Ohot (2016)
stated that one of the most significant teacher variables that improve their effectiveness is the
mastery of subject matter. Mezieobi, Fubara and Mezieobi (2020) also observed that any
meaningful conception of teaching should recognize the pattern of the subject and the good-
objects to be taught and learned. Teachers should familiarize themselves with the subject
matter to be taught. According to Rena (2012) good knowledge of the subject matter helps the

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Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.3 No.2 June, 2021; pg. 137 – 146
ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

teacher to teach the learners effectively. This leads to the achievement of stated positive goals
and consequent interest of the learners to continue in the learning process.

Teaching methods are referred to the teachers' attempt to teach the desired learning to
students (Ndirangu, 2017). Ndirangu further stated that the selection of a leaching method is
determined by many causes which include the content, the objectives teacher aims to achieve,
availability of instructional materials and the ability of the teacher to improvise teaching
materials. Kimweri (2020) opined that method of teaching refers to several ways in which a
learning task is used to simulate the learning process. This means the way of organizing the
participants and the type of methods to be used would be determined by different factors
which include number of students, age and the topic to be taught, teaching methods is the
strategies employed by the teachers in attempt to impart knowledge to the learners (Asikhia
2015), It is viewed as the strategy or plan that mapped the approach that teachers intend to
take in order to achieve the right objectives (Osokoye, 2016).

The problem of teachers’ professional development and mastery of subject matter is not
related to teacher instruction only, but also to the level and quality of training. Both the
academic level achieved and the quality of the professional training received, contribute to
the competence of a teacher. Teachers' mastery of subject matter and other factors such as
classroom management strategies and teaching methods adopted are the important indicators
of the depth of the teacher's competence in subject matter. Teachers' competence in subject
matter must go beyond mere knowledge of the subject matter. The teachers' competence in
subject matter should involve his skill to develop learning interest among the learners. It is on
this note that the study empirically seeks to find out if professional development of teachers
has an influence on the mastery of their subject matter.

Research questions
The following research questions were raised to guide the study:
1. What is teachers' assessment of the influence of professional development on mastery of
subject matter?
2. What is teachers' assessment of the influence of classroom management strategies on
mastery of subject matter?
3. What is teachers' assessment of the influence of teaching methods used on academic
performance of students?

Hypotheses
The following hypotheses were formulated:
1. There is no significant relationship between teachers’ assessment of professional
development and mastery of subject matter.
2. There is no significant relationship between teachers’ assessment of classroom
management strategies and mastery of subject matter.
3. There is no significant relationship between teachers’ assessment of teaching methods
used and academic performance of students.

Purpose of the Study

The general purpose of the study is to investigate the influence of teachers’ professional
development on mastery of subject matter. Specifically, the study seeks to:
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Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.3 No.2 June, 2021; pg. 137 – 146
ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

1. Establish teachers’ assessment of the influence of professional development on mastery of

subject matter
2. Ascertain teachers' assessment of the influence of classroom management strategies on
mastery of subject matter
3. Assess teachers’ assessment of the influence of teaching methods used on academic
performance of students.

Methods and Procedures

The design used for the study was ex-post facto and was descriptive in nature.. The
population of the study was made up of all public secondary schools teachers in Delta and
Edo States. There are four hundred and thirty six (436) Public Secondary Schools in Delta State
with 13,451 teachers while Edo State has 259 Public Secondary Schools with a total of 7,353
teachers. Hence, the total population consisted of 20,804 teachers. (Post Primary Education
Board, Asaba and Benin-City, 2020) The sample used was 2,080 teachers drawn from 68
schools according to senatorial district both in Delta and Edo States through the stratified
random sampling technique. The instrument used for data collection was the questionnaire.
A four point Likert type rating scale of strongly agree (4 points) Agree (3 points) disagree (2)
and strongly disagree (1 point) was provided for the respondents to make their responses.
The instrument has face and content validity. The Split-half method was used to determine
the reliability of instrument. The spearman correlation coefficient was used in analyzing it,
which gave a value of 0.96 reliability coefficient. The data collected were analysis with Mean
and Standard Deviation for the research questions while the Pearson Product Moment
Correlation was used for the hypotheses. A mean of 2.50 was adopted as the agreement level
of the items.

Presentation of Results
Answering of the research questions and testing the hypotheses
Research Question 1
What is teachers' assessment of the influence of professional development on mastery of
subject matter?
*
Table 1: Mean rating of Teachers' Assessment of the influence of Professional
Development on Mastery of Subject Matter.
S/No Items Mean Decision

1 Professional development contributes to teachers' 2.84 Accepted

mastery of subject matter.

2 Good knowledge of subject matter helps teachers to teach 2.90 Accepted

the learners better.

3 Teachers who want to know more about their subject 2.93 Accepted
matter will seek for professional development.

4 Maintaining discipline among learners is enhanced 2.73 Accepted

through classroom management strategies.

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Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.3 No.2 June, 2021; pg. 137 – 146
ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

5 Teachers' professional development promotes 2.73 Accepted

independent learning and success for all students in
classrooms.

Source: Computed from Fieldwork, 2020

Table 1 showed that the respondents accepted all the items. They accepted all the items since
their mean responses were above 2.5 which is the acceptance level. This means that
professional development contributes to teachers mastery of subject matter, good knowledge
of subject matter helps teachers to teach the learners better, teachers who want to know more
about their subject matter will seek for professional development, maintaining discipline
among learners are enhanced through classroom management strategies and teachers'
professional development promote independent learning and success to all students in
classrooms.

Hypotheses 1: There is no significant relationship between teachers’ assessment of

professional development and mastery of subject matter.

Table 2: Summary of Correlational Coefficient Analysis on Teachers' Assessment of

Professional Development and Mastery of Subject Matter
Variable N Mean SD r-value p-value Decision
Professional Development 208015.26 2.218
0 .332 0 .012 Rejected
Mastery of Subject Matter 208014.19 2.955
α =0 .05 Sources: Computed from Fieldwork, 2020

Table 2showed the summary of correlational coefficient analysis on teachers' assessment of

professional development and mastery of subject matter. It showed r-value of 0.332 and a p-
value of 0.012. Testing at an alpha level of 0.05, the p-value is less than the alpha level.
Therefore, the null hypothesis is rejected. This means that there is a significant relationship
between teachers1 assessment of professional development and mastery of subject matter.

Research Question 2
What is teachers' assessment of the influence of classroom management strategies on mastery
of subject matter?

Table 3: Mean rating of Teachers' Assessment of the influence of Classroom Management

Strategies on Mastery of Subject Matter.
S/No Items Mean Decision

1 Classroom management strategies provide instruction 2.55 Accepted

through interactive communication.

2 Maintaining discipline among learners are enhanced 2.88 Accepted

through classroom management strategies.

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Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.3 No.2 June, 2021; pg. 137 – 146
ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

3 Feedbacks from learners are outcome of classroom 2.66 Accepted

management strategies.

4 A teacher who has mastery of subject matter controls his 3.07 Accepted
class effectively.

5 Effective classroom management guarantees the 3.03 Accepted

achievement of outstanding educational outcomes.

Source: Computed from Fieldwork, 2020

Table 3 showed that the respondents accepted all the items. They accepted all the items since
their mean responses were above 2.5 which is the acceptance region. This means that
classroom management strategies provide instruction through interactive communication,
maintaining discipline among learners are enhanced through classroom management
strategies, feedbacks from learners is an outcome of classroom management strategies, a
teacher who has mastery of subject matter controls his class effectively and effective classroom
management guarantees the performance of outstanding educational outcomes.

Hypothesis 2: There is no significant relationship between teachers’ assessment of classroom

management strategies and academic performance of students.

Table 4: Summary of Correlational Coefficient Analysis on Teachers' Assessment of

Classroom Management Strategies and Mastery of Subject Matter
Variable N Mean SD r-value p-value Decision
Classroom Management 208014.502.231
Strategies
0 .037 0 .032 Rejected
Mastery of Subject Matter 2080 14.192.955
α =0 .05 Source: Computed from Fieldwork, 2020

Table 4 showed the summary of correlational coefficient analysis on teachers’ assessment of

classroom management strategies and mastery of subject matter. It showed r-value of 0.037
and a p-value of 0.032. Testing at an alpha level of 0.05, the p-value is less than the alpha level.
Therefore, the null hypothesis is rejected. This revealed that there is a significant relationship
between teachers’ assessment of classroom management strategies and mastery of subject
matter.

Research Question 3
What is teachers' assessment of the influence of teaching methods used on academic
performance of students?

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Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.3 No.2 June, 2021; pg. 137 – 146
ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

Table 5: Mean rating of Teachers' Assessment of the influence of Teaching Methods used
on Academic performance of students.
S/No Items Mea Decision
n

1 The use of different teaching methods in classroom contributes 2.88 Accepted

to academic performance of students.

2 Teachers' professional development equips teachers with 2.93 Accepted

different methods of teaching to enhance academic
performance of students.

3 Different teaching methods play an important role in 2.88 Accepted

contributing to academic performance of students.

4 There is a greater impact of teaching methods on students' 2.85 Accepted

performance as a result of teachers’ professional development.

5 Teaching method comprises principles and methods used in 2.83 Accepted

instruction to enhance students' performance.

Source: Computed from Fieldwork, 2020

Table 5 showed that the respondents accepted all the items. They accepted all the items since
their mean responses were above 2.5 which is the acceptance level. This means that the various
teaching methods in classroom contribute to academic performance of students, teachers'
professional development equip teachers with different methods of teaching to enhance
academic performance of students, different teaching methods play an important role in
contributing to academic performance of students, there is a greater impact of teaching
methods on students" performance as a result of teachers" professional development and
teaching method comprises principles and methods used in instruction to enhance students'
performance.

Hypothesis 3: There is no significant relationship between teachers’ assessment of teaching

methods used and academic performance of students.

Table 6: Summary of Correlational Coefficient Analysis on Teachers' Assessment of

Teaching Methods used and Academic performance of students
Variable N Mean SD r-value p-value Decision
Teaching Methods 208014.372.55
0 .667 0 .028 Rejected
Academic performance of students2080 60.348.02
α =0 .05 Source: Computed from Fieldwork, 2020

Table 6showed the summary of correlational coefficient analysis on teachers assessment of

teaching methods used and academic performance of students. It showed r-value of 0.667 and
a p-value of 0.028. Testing at an alpha level of 0.05, the p-value is less than the alpha level.
Therefore, the null hypothesis is rejected. This means that there is a significant relationship

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Sapientia Foundation Journal of Education, Sciences and Gender Studies (SFJESGS), Vol.3 No.2 June, 2021; pg. 137 – 146
ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

between teachers assessment of teaching methods used und academic performance of

students.

Discussion of Results
Results from research question 1: it was revealed that professional development has influence
on mastery of subject matter. It was observed that professional development contributes to
teachers' mastery of subject matter, good knowledge of subject matter helps teachers to teach
the learners better, teachers who want to know more about their subject matter will seek for
professional development, maintaining discipline among learners are enhanced through
classroom management strategies and teachers professional development promote
independent learning and success for all students in classrooms. The result from hypothesis
1also revealed that there is a significant relationship between teachers’ assessment of
professional development and mastery of subject matter. This means that professional
development influences mastery of subject matter. This is in consonance with a study by
Ehindero and Ajibade (2018) who affirmed that teachers’ performance is related to the level
of their pedagogical knowledge, as different from their knowledge of subject matter. Rice and
Roychoudhury (2014) opined that the teacher’s ability in the subject matter is an indispensable
background for the display of effective pedagogical skills. Teacher's level of understanding
on the subject matter has significant influence on the process of achieving the lesson's
objectives. Teachers without good grasp of subject matter, if he can succeed in bluffing the
students, he has only succeeded in imparting incorrect information.

Research question 2 in table 3 indicated that classroom management strategies have influence
on mastery of subject matter. It was observed that classroom management strategies provide
instruction through interactive communication, maintaining discipline among learners are
enhanced through classroom management strategies, feedbacks from learners is an outcome
of classroom management strategies, a teacher who has mastery of subject matter controls his
class effectively and effective classroom management guarantees the achievement of
outstanding educational outcomes. The result from hypothesis 2 in table 4 showed that there
is a significant relationship between teachers’ assessment of classroom management strategies
and mastery of subject matter. This implies that classroom management strategies contribute
to mastery of subject matter. This is related to a study carried out by Akpan, Essien and Ohot
(2016) who stated that one of the most significant teacher variables that improve their
effectiveness is the mastery of subject matter. Mezieobi, Fubara and Mezieobi (2016) observed
that any meaningful conception of teaching should recognize the pattern of the subject and
the good-objects to be taught and learned. Teachers should familiarize themselves with the
subject matter to be taught. According to Rena (2018) good knowledge of the subject matter
helps the teacher to teach the learners effectively. This leads to the achievement of stated goals
and consequent interest of the learners to continue in the learning process. Scholars added
that it has been established that there is a high relation between what teachers know and what
they teach.

Research question 3 in table 5 revealed that teaching methods have influence on academic
performance of students. It was observed that the use of several teaching methods in
classroom contribute to academic performance of students, teachers' professional
development equip teachers with different methods of teaching to enhance academic
performance of students, different teaching methods play a fundamental role at contributing
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ISSN: 2734-2522 (Print); ISSN: 2734-2514 (Online)

to academic performance of students, there is a greater impact of teaching methods on

students' performance as a result of teachers" professional development and teaching method
comprises principles and methods used in instruction to enhance students' performance.
However, the result from hypothesis 3 in table 6 revealed that there is a significant relationship
between teachers' assessment of teaching methods used and academic performance of
students. This implies that teaching methods contribute to academic performance of students.
This corroborates a research carried out by Asikhia (2015) that teaching methods are the
strategies employed by teachers in attempt to impart knowledge to the learners. Again,
Osokoye (2016) asserted that teaching method is the strategy or plans that outline the
approach that teachers intend to take to achieve the desirable objectives. Oyegwe (2018) also
held the view that teaching methods are the types of activities pursued by teachers and
students together in the teaching-learning process.

Conclusion
The major conclusions reached from the results of the study were that professional
development of teachers influence the mastery of their subject matter, classroom management
strategies contributes to mastery of their subject matter, and teaching methods contribute to
academic performance of student.

Recommendations
Based on the results of this study, the following recommendations were made:
1. Teachers' professional development training should be adopted as a yearly exercise for
teachers across all levels of teaching.
2. Workshops and seminars should be organized to train teachers on effective classroom
management practices.
3. The government at all levels and its agencies on education should encourage teachers in
their quest for acquisition of professional development through financial support.

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