Professional Development Programmes and SelfEfficacy as Determinants of Lecturers’ Job Performance in Colleges of Education in Southwest, Nigeria

Abstract

The issue of the professional development programme and self-efficacy 
of lecturers have continued to draw a lot of debate within the Nigerian 
education setting. Previous studies have failed to harness the variables 
under this present study effectively to see how it determines lecturers’ 
performance in colleges of education. This study investigated the 
professional development programmes and self-efficacy as 
determinants of lecturers’ performance in colleges of education in 
Southwest, Nigeria. The research design used for this study was 
descriptive survey design. Professional Development, Self-efficacy, 
Lecturers’ Performance Scale (PDSLPS): r = 0.713 was used for data 
collection. Data collected were analysed using Means, Standard 
Deviation, and Multiple Regression Analysis. Findings revealed that 
lecturers participated in professional development programme such as 
seminars, conference, workshop and training in colleges of education in Southwest, Nigeria. There was moderate level of self-efficacy among 
lecturers in colleges of education in Southwest, Nigeria, (Grand mean 
= 2.41). There was significant combined contributions of professional 
development programmes and self-efficacy on lecturers’ performance in 
colleges of education, (R= .416, R2 = .173, F=131.565, p < 0.05). 
Professional development programmes and self-efficacy are essential 
variables that can determine lecturers’ performance in colleges of 
education in Southwest, Nigeria. It was recommended among others 
that lecturers should be encouraged to participate more in international 
conferences. Self-efficacy of lecturers should be improved upon in term 
of problem solving, ability to cope with students and school problems 
with confidence to face problems in schools.