INVESTIGATING THE INFLUENCE OF SCHOOL-BASED PROFESSIONAL DEVELOPMENT ON PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF MATHEMATICS TEACHERS OF SENIOR SECONDARY SCHOOL IN HONG LGA OF ADAMAWA STATE

ABSTRACT This study investigated the influence of school-based professional development on the pedagogical content knowledge (PCK) of mathematics teachers in public senior secondary schools in Hong Local Government Area, Adamawa State. The research employed a descriptive survey design and involved a census of 20 SS2 mathematics teachers. Data were collected using a structured "Questionnaire on School-Based Professional Development and Pedagogical Content Knowledge". The data were analyzed using descriptive statistics, Pearson Product-Moment Correlation, and Analysis of Variance (ANOVA). Three null hypotheses were tested at a 0.05 significance level.Findings revealed a low level of implementation of school-based professional development (Grand Mean=2.37), characterized by inadequate duration and a lack of active learning, despite high collective participation. Teachers reported a high self-assessed level of PCK (Grand Mean=3.09), with particular strength in specialized content knowledge (M=3.55). However, a weak and statistically insignificant relationship was found between professional development and teachers' PCK (r = 0.228, p = 0.332). Furthermore, no significant difference in PCK was found based on teaching experience (p > 0.05). The most severe challenges identified were a lack of ICT facilities (M=3.65), inadequate teaching resources (M=3.50), and heavy workload (M=3.45). The study concludes that the current model of schoolbased professional development is ineffective in enhancing the pedagogical content knowledge of mathematics teachers in this rural context. It recommends that school administrators and the State Ministry of Education redesign teacher development programs to be more practical, sustained, and supportive, alongside urgent investment in basic teaching infrastructure and technological resources.