TEACHERS’

There is a growing body of knowledge on effective Teacher Professional Development (TPD), with a consensus that skews in favour of decentralized, school-based and teacher-centred approach to TPD as opposed to the centralised, traditional and top-down approach. This researchwork focus on the assessment of the level of teachers’ public professional development
programmes in public primary school in Egor Local Government Area of Edo State. The study employed the use of descriptive survey design. The choice of descriptive design is the appropriate sociological research design for measuring the attitudes and behavior of a large number of people. Since it is seldom possible to question everyone concerned with a certain social problem, therefore a random sample is used. The tool used to gather data is a questionnaire. It was constructed by the researcher and It is organized in accordance with the study's guiding research questions. A four point scale of Strongly agree [SA], Agree [A], Disagree (D), Strongly Disagree [SD] were used. Simple percentage and mean analysis were used to analyzed data obtained. Base on the data obtained, it was discovered that, Head teachers in large public primary schools are more effective and efficient in carrying out regular supervision of teachers than head teachers in small public primary schools and The level of school based teachers’ professional development programs in large public primary school is higher compared to that of small public primary school.