Teachers’ Professional Development and Environmental Education Students’ Academic Performance in the University of Calabar, Calabar, Nigeria

Endurance Agbor Bessong
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Endurance Agbor Bessong: Institute of Education, University of Calabar Calabar Nigeria

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 1456-1468

Abstract: This study sought to find out teacher’s professional development on environmental education students’ academic performance in the university of Calabar, Nigeria. Specifically, the study examined the link between teachers’ mentorship, teachers’ seminars, and environmental education student’s academic performances. The research design adopted for the study was ex-post facto research design. Two research questions and two hypotheses guided the study. The population of the study consisted of 35 lecturers in the Department of Environmental Education. The census sampling techniques were employed in selecting the sample for this study. A questionnaire constructed by the researcher was used for data collection. The instrument was validated by an expert in test and measurement in the University of Calabar. Data analyses was done using inferential statistics (independent t-test) at .05 level of significance. The results of the analyses revealed that teachers’ mentorship, and teachers’ seminars significantly impact environmental education students’ performance in the University of Calabar. Based on these results, it was recommended among others that, the government and school administrators should ensure that new and young budding teachers undergo mentorship by experienced teachers, who would teach them the rudiment of not just classroom management, but other facets of teaching which would at the end translate into good students’ academic performances.

Date: 2025
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