Influence Of Teacher Professional Development On Curriculum Fidelity In The Implementation Of Fourth Industrial Revolution (4ir) Skills In Basic Education In Enugu State, Nigeria

Abstract

This study examined the influence of teacher professional development on curriculum fidelity in the implementation of Fourth Industrial Revolution (4IR) skills in basic education in Enugu State, Nigeria. Specifically, the study sought to determine the extent to which basic education teachers participate in professional development programmes focused on 4IR skills, ascertain the level of curriculum fidelity among teachers in implementing 4IR-related curriculum content, and examine the influence of teacher professional development on curriculum fidelity in the implementation of 4IR skills. The study was anchored on the Constructivist Learning Theory propounded by Jean Piaget (1952), which emphasizes learner-centered instruction, active knowledge construction, and the critical role of teacher competence in facilitating meaningful learning experiences, all of which align with the pedagogical demands of 4IR skills. The population of the study comprised 6,250 teachers in public basic education schools in Enugu State. A sample size of 375 teachers was selected using a stratified random sampling technique to ensure proportional representation across the education zones in the state. The study adopted a descriptive survey research design. Data were collected using a structured questionnaire titled Teacher Professional Development and Curriculum Fidelity Questionnaire, which was validated by experts and tested for reliability using the Cronbach Alpha method. Three research questions guided the study, and three null hypotheses were tested at the 0.05 level of significance. The hypotheses were tested using the Chi-square statistical method. Findings revealed that teachers in Enugu State participate moderately to highly in professional development programmes focused on 4IR skills. The results also showed that curriculum fidelity among basic education teachers is generally moderate to high. Furthermore, the study established a significant influence of teacher professional development on curriculum fidelity in the implementation of 4IR skills, indicating that teachers with higher levels of professional development demonstrated greater adherence to curriculum objectives and instructional practices. Based on the findings, the study recommended that educational authorities prioritize continuous, structured, and competency-based professional development programmes aligned with 4IR curriculum goals, provide adequate instructional resources and technological infrastructure, and strengthen monitoring mechanisms to enhance curriculum fidelity in basic education.