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

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.