Abstract

Sustainable development meets the needs and aspirations of every responsible citizen. Teachers’ capacity building is of general concern for Nigeria’s national growth and development. The need to appraise Biology teachers’ in-service programs positive contributions to students’ learning achievements for sustainable development. The study a-adopted descriptive research design and simple random sampling technique. It was used to select one hundred (100) Biology teachers from forty-three (43) Senior Secondary Schools in Oyo and Ogbomosho Local Government area of Oyo State. A self designed ‘Teachers’ Questionnaire’ in modified Likert’s scale type was validated and subjected to Cronbach to obtain the reliability co-efficiency of 0.82. One hundred (100) copies of this Teachers Questionnaire were administered, dully completed, collected and coded for analysis. The findings revealed biology teachers’ average attendance in seminar, workshops, peer observation, mentoring and coaching with low attendance in local conferences and zero attendance in international conferences. The average, low and zero attendance could be attributed to little or no allowance for programs’ attendance, busy school schedule and unwillingness of school principals to grant request to attend the programs. More so, findings revealed that, these refresher courses have greatly improved biology teachers’ lesson organization and presentation, topic approaches, methodologies, class management skills, usage of illustrations, models and diagrams for teaching effectiveness. However, government should wake up to task and stop giving arm chair supports to teachers’ capacity building. Government should not relax her supports on financial benefits accrued to study leave.

Key words: Appraisal, In-service, Programs, Training, Learning Achievement, Sustainable Development