CONFERENCE ATTENDANCE AMONG TEACHERS FOR EDUCATIONAL DEVELOPMENT IN NIGERIA

PROBLEMS AND PROSPECTS

Abstract

The challenges teachers face when attending a conference for educational development in Nigeria can be numerous and complex. The country faces various socio-economic issues that directly impact the educational sector making it challenging for educators to attend conferences and continue their professional development. The study adopted a descriptive survey research design. Two 
research questions guided the study. The population of the study was 2,385 academic staff from the three public universities in Imo State consisting of the Imo State University Owerri 1238, the Federal University of Technology Owerri 717, and Alvan Ikoku Federal University of Education, Owerri 430. A sample of 102 academic staff representing 4% of the population was drawn using stratified 
random sampling technique. Twenty-item researcher-designed questionnaires titled Challenges of Attending Conferences and its Prospect (CACP) were used to elicit responses from the respondents using four-point Likert scale of Strongly Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD). A test of internal consistency was carried out using Cronbach's Alpha to determine the 
reliability of the instrument and a coefficient of 0.85 was obtained. Mean and standard deviation were used to answer the research questions. The findings of the study revealed that Conference attendance is a powerful tool for the professional development of Nigerian teachers but financial, institutional, visa, and travel restrictions, logical and security, and limited access to information 
constraints are essential to maximize its impact on educational development. The study recommended that Government and educational institutions should establish dedicated funds or grants to support teachers that are attending conferences. This financial assistance can cover registration fees, travel costs, accommodation, and other associated expenses.