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A comparative study of teachers’ continuing professional development (CPD) in Nigeria and England: a study of primary schools in Abuja and Portsmouth

Student thesis: Doctoral Thesis

This thesis provides a comparative theoretical analysis and empirical description of teachers' Continuing Professional Development (CPD) in Abuja and Portsmouth. The theoretical sections comprise a comprehensive review of literature that examines teaching as a profession and key developments and the contribution of CPD towards teacher professionalization in both countries.
The empirical aspect investigates and discusses the findings relating to teacher professional development, providing a comparative analysis of teacher profile and CPD in both countries.
The aim of this research is to identify, compare and evaluate teachers' CPD in English and Nigerian primary schools, in order to explore any transferable best practices that can enhance the quality of teachers in an urban district of Abuja. It draws upon literature on comparative education research as an underpinning concept, and examines the peculiarities between the public and private primary schools foregrounding the unique context of urban Abuja.
The study uses qualitative research design and a combination of mixed methods including interviews, questionnaires and a comprehensive review of literature and documents over the last two decades. Field work was carried out between September 2009 and June 2010, and the survey sample consisted of 205 teachers in Abuja, 48 in Portsmouth, and interviews with headteachers and CPD coordinators. Data analysis involved descriptive statistics and cross tabulations using PASW 18 which are presented in tables, figures and charts.
Findings suggest that teaching conditions and opportunities for CPD in both countries may differ based on contextual factors; however, there is a common drive towards professionalism and teacher quality. Better opportunity for teacher professional development exists in private schools in Abuja, which is attributable to more autonomy, competitive market and high demand for quality education. The study highlights some transferable practices which include a planning and implementation model, and a SPARC framework for teachers' CPD which constitutes skills, professional training, attitude, and research and collaborative activities. It suggests implications for further research and recommendations for school leaders, researchers and policy makers.
Original languageEnglish
Awarding Institution
Supervisors/Advisors
  • Horton, Sylvia, Supervisor, External person
  • Birch, Roy, Supervisor, External person
Award dateJan 2014

Documents

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