Perceived Usefulness of the Mandatory Teachers’ Development Scheme (MTDS) by the Teachers’ Registration Council of Nigeria in Promoting Professional Development in Bayelsa State
Abstract
This study investigated teachers’ perception of the usefulness of the Mandatory Teachers’ Development Scheme by the Teachers Registration Council of Nigeria in promoting professional development in Bayelsa State. The study employed a descriptive survey design involving 120 teachers selected through a multistage sampling technique across eight local government areas. Data were collected using a structured questionnaire on a four-point Likert scale and analyzed using mean and standard deviation. Findings revealed that teachers generally perceive MTDS as highly useful in enhancing professional skills, teaching competence, career advancement, and adherence to professional standards, with minor gaps identified in managing large classrooms and contributing to a conducive school climate. The study concludes that MTDS is an effective strategy for continuous professional development, and recommends targeted training modules and optimized scheduling to maximize its impact on teacher quality and school effectiveness.
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