Exploring Urban-Rural Disparities in Teachers' Professional Development and Classroom Management Practices in Delta State Public Secondary Schools

Abstract: This research examined differences between urban and rural teachers in their participation in professional development programmes and their application of classroom management strategies in public secondary schools within Delta State, Nigeria. Prompted by increasing concerns about teachers’ continuous professional growth and effectiveness, the study concentrated on two main areas: the classroom management strategies in use and the extent of professional development engagement based on school location. Two research questions and two corresponding null hypotheses guided the investigation. The study adopted a descriptive survey design and targeted a total population of 11,988 teachers, from which 410 participants were selected through a multi-stage sampling procedure. Data collection was carried out using a validated and reliable instrument titled Teachers’ Professional Development and Classroom Management Strategies Questionnaire (TPDCMSQ). Descriptive statistics, including mean and standard deviation, were applied to address the research questions, while independent t-tests were used to test the hypotheses at the 0.05 significance level. The results showed statistically significant differences between urban and rural teachers, both in their classroom management practices and in their levels of involvement in professional development activities. Descriptive statistics highlighted a general preference for reinforcement and relationship-building as key management techniques among both teacher groups. The study concluded that school location does have a significant influence in teachers’ approach to classroom management and in their engagement in professional learning. It recommended that policy makers promote diverse professional development activities that foster improved classroom management techniques applicable across and unique to urban and rural contexts to ensure equity and consistency in teaching effectiveness. It is hoped that improved classroom management techniques will foster increased students engagement and consequently improved teaching - learning process resulting in improved students’ academic achievement. Keywords: Professional development, classroom management, urban-rural disparities, teacher effectiveness. Title: Exploring Urban-Rural Disparities in Teachers’ Professional Development and Classroom Management Practices in Delta State Public Secondary Schools Author: EKEZUE, Rosemary Nkem, V. F. Peretomode International Journal of Novel Research in Education and Learning ISSN 2394-9686 Vol. 13, Issue 2, March 2026 - April 2026 Page No: 52-58 Novelty Journals Website: www.noveltyjournals.com Published Date: 16-March-2026 DOI: https://doi.org/10.5281/zenodo.19054145 Paper Download Link (Source) https://www.noveltyjournals.com/upload/paper/Exploring%20Urban-Rural%20Disparities%20in%20Teachers-16032026-3.pdf