Abstract
In order to enhance the quality in Adult Literacy instructors/facilitators in Enugu State, the assessment of the professional development strategies so far becomes imperative. Three research questions were posed while one hypothesis was formulated and tested. The population of the study was four hundred and forty-nine (449) facilitators of Adult Literacy Education while the sample was two hundred and fifty-nine (259) facilitators. A 22-item structured questionnaire was designed for data collection. The questionnaire was face-validated by two (2) experts in faculty of education. Cronbach Alpha co-efficient estimate was used to establish the reliability before the administration to the respondents. Reliability coefficient of 0.89 was obtained. The data collated were analyzed by computing and comparing the mean scores, and by the use of t-test for the hypothesis. The study showed that the in-service training that were employed in enhancing the quality of adult literacy instructors are the use of induction training and orientation, seminars and workshops. More so, the use of coaching, job instruction were employed under on-the-job training. Also, there was low engagement on training under off-the-job strategies, which include attending conferences and lectures for instructors. Finally, the study recommended that there is need to train and re-train the instructors in order to update their knowledge and skills with the current theories and practices in education. This should be done through organizing conferences, workshops, short and long courses, on-the-job trainings, among others by the government and administrators. DOI: https://doie.org/10.50390/NCAEJ.2026378779