COST AND RETURNS OF SCHOOL-BASED TEACHER DEVELOPMENT: PERSPECTIVES OF STAKEHOLDERS IN SOKOTO SOUTH EDUCATION ZONE, NIGERIA

Abstract

This study examined the cost and returns of SBTD programmes. It was a Qualitative design of descriptive Phenomenology type. The population comprised 27 principals and 1,085 teachers across 27 senior secondary schools in Sokoto South Education Zone. However, Purposive sampling technique was used to sample five (5) principals and twenty (20) teachers. The limited sample size is justified by qualitative research standards where depth of insight is prioritized over breadth. Data was collected using a validated Stakeholders Perspectives In-depth Interview Guide (SPIDIG) and member-checking method used to ensure reliability. Thematic analysis involving transcription, coding and theme development guides data analysis. One of the findings of the study was that, cost of organizing SBTD was modest and manageable, usually around ?20,000 to ?30,000, which is part of the normal school running cost. The study therefore concluded that, formalizing SBTD as alternative teachers’ continuing professional development can provide more in-service training opportunities for teachers. Thus, it was among other things recommended that, Sokoto state Ministry for Basic and Secondary education should formally adopt and encourage schools to organize SBTD. 

DOI: https://doie.org/10.10318/SER.2026442154