Abstract: This research examines the professional development needs of early childhood educators (ECE) in Nigeria, aiming to enhance teaching quality and support continuous learning in the field. The objectives are to identify current professional development practices, assess educator competency gaps, and propose effective training strategies to meet diverse educational needs. Employing a mixed-methods survey research design, this study justifies its approach by surveying ECE professionals, administrators, and policymakers to gather insights into professional development priorities and challenges. A purposive sample size of 200 participants ensures representation from various educational settings and geographic regions across Nigeria. Edo State is selected as the case study location due to its commitment to educational reforms and professional development initiatives. The reliability coefficient score will validate data reliability and consistency across qualitative and quantitative analyses. Findings are expected to inform policy recommendations and educational reforms that promote continuous professional development and enhance teaching effectiveness in Nigerian ECE settings.
BACKGROUND OF THE STUDY
On January 30, the World Health Organization (2020) declared the novel coronavi...
BACKGROUND OF THE STUDY
When compared to other modes of transportation such as air, train, and water, road transportatio...
ABSTRACT
This study investigated the “Conditions Of Service And Teacher’s Job...
Abstract: THE ROLE OF COST ACCOUNTING IN PRICING DECISIONS: A CASE STUDY OF NESTLE NIGERIA LTD.
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STATEMENT OF PROBLEM
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ABSTRACT
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Background of the Study
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INTRODUCTION
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