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IMPACT OF
STAFF DEVELOPMENT PROGRAMMES ON THE PERFORMANCE OF TEACHERS IN SECONDARY
SCHOOLS
ABSTRACT
This study investigated the “Impact of Staff Development
Programmes on the Performance of Teachers in Secondary Schools in Yola
Metropolis, Adamawa State”. The study raised five objectives, these are: to
determine the impact of in-service training on the performance of teachers in
secondary schools, examine the impact of conference on the performance of
teachers, assess the impact of workshop on the performance of teachers, assess
the impact of workshop on the performance of teachers, ascertain the impact of
seminar on the performance of teachers and find out the impact of mentoring on
the performance of teachers in secondary schools in Yola metropolis, Adamawa
state. Research questions and hypotheses were also formulated in line with the
raised objectives of the study. Many related literature were reviewed based on
the raised objectives. Descriptive survey design was employed for the study.
The population of the study was 1,458 teachers. Random sampling technique was
used to derive sample from each zonal office. Thus, the sample of the study was
285 teachers and 10 ministry of education officials. Data was collected
personally in 13 schools through the use of constructed questionnaire. The
collected data was presented by use of frequency and percentages, and later
analysed using Analysis of Variance (ANOVA) statistical technique. Five
hypotheses were tested, thus hypotheses 1,3, 4 and 5 were retained. While,
hypothesis 2 was rejected and Scheffe test was employed to ascertain the extent
of differences of opinions of the three categories of respondents. The finding
of the study revealed that teachers’ performance was positively impacted
through regular in-service training, workshops, seminars and mentoring. On the
basis of findings and conclusions, the study recommended that, there should be
formal policy guidelines for training of teachers, opportunity should be made
for every teacher to attend in-service training programme, educational
conferences etc. an adequate funds should be provided by the ministry of
Education for staff development programmes. A unit in the ministry of Education
should be created for training purposes
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Every organisation is expected to be committed
in creating an equitable and motivating working environment to empower members.
Staff development is seen by Support Council Education Service (2004) as one of
the main roots of achieving this commitment. Staff development programmes is,
therefore, a process designed to improve job understanding, promote more
effective job performance, and establish future goals for career growth. It
helps staff in understanding their responsibilities. It is the opportunities
available to new and experienced teachers and teaching assistants
(paraprofessionals). These activities are designed to improve the quality of
classroom instruction and enable individual to grow professionally.
Every
society requires adequate human and material resources to improve its social
organisation, preserve the culture, enhance economic development and reform the
political structures. Education is often seen as a prerequisite for quality
manpower development and creation of wealth, a sure path to success in life and
service to humanity. Thus, teachers have important role to play to adequately
prepare the young for their roles in the society in order to achieve the set
national objectives. Teachers‟ influence is always felt in every aspect of the
society. All other professionals and workers within the society have at one
time or the other passed through the tutelage of a teacher and thus whatever
they now become is a direct outcome of what teachers have passed on to them
(Okemakinde, Adewuyi &Alabi 2013).
Syeda, Nighat & Syeda (2012), Education is
extremely important not only for the success of an individual but for the
nation as well. Education is defined as to develop knowledge, skills and
character of the students. Its major objective is to make an
individual learn about how to level with the
society by developing intellect, equipping one‟s self to deal with the reality
of life and by facilitating realization of self-potential and latent talents of
an individual. Education encompasses teaching and learning specific skills,
positive judgement, well developed wisdom and profoundness (Syeda, Nighat &
Syeda 2012). A successful teacher is required to be equipped with the
characteristics like mastery of subject matter, professional training, sound
physical and mental health, devotion and dedication to his profession (Syeda,
Nighat & Syeda 2012). The teacher of today is an individual who is not only
interested in children‟s acquired knowledge and skills but also equally
involved in his total development.
Considering the crucial role of teacher in the
academic achievement and overall development of his pupils, it is imperative
that a teacher should possess qualities like command on the subject, moral and
mental fitness, devotion to the profession and appropriate skill to perform his
duties for the achievement of the coveted objectives. A teacher has to play
many roles in an educational set up. He is supposed to work simultaneously as
“authority figure, leader, knower, director, manager counsellor and guide”,
whereas at the same time he is supposed to play such roles as friend,
confidante, and parent as well. In this regard, a teacher is not a mere
provider of knowledge and lessons in the classroom but moreover he is a person
involved and interested in the wholesome development of students; he is
accordingly supposed to have some qualities and characteristics like proficiency
in the subject, moral health, physical and mental fitness.
Effective performance on the part of staffs is
essential for the success of the organisation. Such performance, to a large
extent, will depend on their knowledge skills, and confidence in originating
ideas as to how best to carry out the task of the job. Hence,
the need of staff development programmes which
should aim at improving the effectiveness of individuals at work and for the
greater responsibilities. Teachers constitute an important factor in the
implementation of the curriculum. The quality of teachers is known to be a key
predictor of student‟s performance. Teaching as a profession demand continuous
development of knowledge and ability through training programmes such training
programmes includes in-service, conference, workshop, seminars and mentoring
staffs.
Generally
speaking, staff development through in-service, conference, workshop, seminars
and mentoring offer one of the most promising ways of improving classroom
instruction. It is an attempt to assist the classroom teachers to improve on
their teaching strategies, techniques, handle new instructional materials or
possessed the necessary information and skills that are required for effective
lesson delivery. In essence the dream of self-reliance, skill acquisition and
entrepreneurship through education can only be realized through a well-defined
programme. In most cases, staff development programmes are organized by an
institution, a corporate body, Association or Government agency and is normally
lasted for a short period of time.
An activity
similar to that but which may take a long time period is what is referred to as
in-service training programmes. In this case workers who are already in the
service go on training or courses programme in order to update or acquire the
intellectual and professional skills that are necessary to discharge their
duties more efficiently (Newberry, 1979). As such, the need for in-service
training for teachers plays an essential role in successful education reform.
It also serve as a bridge between prospective and experienced educators to meet
the new challenges of guiding students towards higher standards of learning and
self-development
Conference
also enhances teachers‟ growth and development. It is a formal meeting of
people with a shared interest, typically one that takes place over several days
mostly held at school level and at cluster level with the purpose of reviewing
and reflecting on practice on a regular basis. Conference comprise different
personalities in the field of education with bountiful of ideas. Robinson
(1996) discussing the form and use of conferences, which the researcher adopted
as one of the elements under training recognized it strength for conveying a
message to a large audience, while seeking opportunity to hear and comment on
view of recognized authorities. Teachers have assess to a broad range of ideas
through conference which lead to the enhanced performance.
Frequency in attending workshops is also an
indicator of staff development. Workshop can be seen as a group of people engaged
in study or work on a creative project or subject. It is meant to upgrade
teacher‟s knowledge and sharing of ideas. Workshop can be organized in school
cluster and qualified teachers or university lecturers are invited to these
clusters to serve as trainers and mentors. Such formal arrangement for staff
development need to be supported by informal practices like team teaching and
sharing of experiences and educational resources among teachers, which greatly
contribute to self-improvement. This approach has the advantage of stimulating
healthy debates about various reform measures and innovations and encouraging
collaboration, peer coaching, inquiry, collegial study groups, reflective
discussion and action.
The knowledge, idea, skills and attitude at the
educator must be developed through integrated and systematic way. One of the
important component to improve the quality of education is through seminar for
teachers. Seminar is a group meeting led by
an expert that focuses on a specific topic or
discipline. Seminars typically take place over the course of a few days and
involve cooperative discussion, multiple speakers and opportunities to share
perspectives and issues related to the topic. Attending a seminar has numerous
benefits, including improving communication skills, gaining experts knowledge,
networking with others and renewing motivation and confidence.
Novice
teachers are faced with challenges that are changing to complex. Quality
mentoring is a key factor in why novice teachers stay in the profession
(teacher retention) and develop expertise. Mentoring is an effective method of
helping inexperienced teachers to develop progress in their profession. It is a
personal developmental relationship in which a more experienced person helps to
guide a less experienced person (protégé). Mentoring is a process for the
informal transmission of knowledge perceived by the recipient as relevant to
work, career or professional development and entails informal communication,
usually face-to-face. Therefore, teacher quality is improved by the
implementation of best teaching practice. Mentoring plays a significant role in
the implementation of best practice by asking reflective questions, modelling
effective instruction and providing curriculum resources.
Staff development has been accepted as an
effective method of increasing the knowledge of skills of teachers in order to
enable teachers to teach more effectively. It is the important aspect of
education process that deals with the art of acquiring skills in the teaching
profession. They are essential practice that enhance subject mastery, teaching
methodology and classroom management. The primary aims of staff development, as
submitted by Health (1989), include enhancing professional competence which
will also have some impact on personal growth and awareness, increasing job
satisfaction and developing potentials for future work, and improving the
individuals and institutions abilities to achieve their aims and objectives.
The skills and competencies acquire because of prudent staff development
programmes will enable the teachers to perform optimally if not maximally.
Their performance will not enable them give efficient and proficient service
but will provide the avenues for technological advancement as well as enabling
the attainment of varied policies toward reaching our national most expected
destination compassionately.
Staff development is a function of the
interaction between and among five key players or stakeholders. These are the
ministry of education responsible for teacher education, universities, schools,
the community and the teachers themselves. The ministry of education is
responsible for providing policy and financial support for teacher professional
development. Universities and teacher education collages are responsible for
providing training, conducting policy oriented research and providing relevant
literature and materials to support teachers in school. School management on
its part is supposed to provide support to the teachers on a daily basis
through advice, supervision, monitoring and evaluation at the teaching and
learning activities. The community through the school committee is responsible
for supporting teacher professional development by providing the necessary
resources in the budget. The teacher is responsible for being proactive in
seeking opportunities for his or her own professional development.
The aim of staff development programmes is to
keep the staff up-to-date on the latest development in the field, or ensure the
promotion of professional growth, help to improve pedagogical skills, keep
teachers abreast with new knowledge, meet particular needs, such as curriculum
development and orientation, help in leadership responsibility, help to improve
mutual respect among teachers and recognize the need of modernteaching methods.
It is the most effective available to middle level and top executives in the
country. It is gratifying to note that the federal and state governments of
Nigeria are aware of immense benefits derivable from staff development
programmes.
In Nigeria for instance, there are such
institutions as:
1.
The Centre for Management Development (CMD)
2.
The Nigerian Institute of Management (NIM)
3.
National Institute for Strategic and Policy Studies, Kuru, Jos (NISPS)
4.
Administrative Staff Collage of Nigeria (ASCON)
Hence, any staff development programme should
be able to motivate, and improve the role perception of staff and also develop
a proper attitude in them toward the public. It is clear that the need for
adequate staff development programmes for teachers in Nigeria has become
obvious in the last two decades. When teachers are educated, their standard of
living is likely to improve, since they are empowered to access productive
ventures, which will ultimately lead to an improvement in their livelihoods.
The role of education therefore, is not just to impart knowledge and skills
that enable the beneficiaries to function as economy and social change agent in
the society, but also to impart values, attitudes and aspirations important for
national development.
The straight forward linkage between education
and staff development programmes is therefore the improvement of labour skills,
which in turn increases opportunities for well paid productive job. This then
might enable the citizens of any nation to fully exploit their potentials
positively. On staff personnel management in schools, Udofia & Ikpe (2012)
noted that the Nigerian teacher is bashed by the very society the teacher
labours to build. Most government pronouncements concerning the
welfare of
teachers had been that of bogus promises. Teachers have suffered a lot in
terms of their welfare and have also been
abused by the authorities directly concerned
with their welfare. Most teachers in the
school system are not happy with their lot and as
the
result most of them
are negatively disposed
with their jobs. The
existing staff
personnel
management practices appears
to indicate that
majority of teachers
are
dissatisfied with their jobs and this make
them with draw physically from teaching or
remain there to constitute serious danger to
school effectiveness since they could use
such adjustment mechanism as displacement,
absenteeism, truancy or apathy in their
attitude to work.
Many studies
such as those of Ajayi (1991) & Arikewuyo (2006) have shown that
secondary school
teachers in Nigeria
are not only
dissatisfied with their
teaching
profession
but also have poor job that has no prestige and which does not enjoy any
recognition
from public. One of the greatest threats to secondary education in Nigeria is
teacher‟s
lack of job satisfaction. Tension in Nigerian educational system is consequent
in part
upon teacher‟s dissatisfaction
with their job. Nwadiana
(2008) captures the
working
environment of Nigerian teachers in the following words:
Over the
years, teachers have been dejected and appear to be rejected. The salaries are
poor and not paid regularly. This stated affair has led to intermittent
industrial actions by teachers. Teachers live from hand to mouth. Other section
of the public tease them that their reward is in heaven. Teachers in Nigeria
are sentenced to a perpetual life at decent poverty (p.9).
The 2008
nation-wide teachers‟ strike reported in the 36 states of the Federation
including
Federal Capital Territory (FCT) Abuja. It does over a number of grievances,
including
non-provision of in-service training programmes for teachers, poor salary
structure
and allowances, lack of functional welfare scheme including staff pensions,
poor
condition of service, lack of teaching and learning resources, lack of
conducive
8
environment
for teaching and inadequate incentives (News Watch News Magazine, 2008). Staff
development programme has a significant impact on the success of educational
reforms and on students‟ learning. The more opportunit ies the teachers have to
be both subjects and objects of educational reform, the more effective the
reform and the teachers‟ work is. Therefore, staff development programmes must
be systematically planned, supported, funded and researched to guarantee the
effectiveness of this process.
Thus, this
study becomes important to address key issues such as staff development
programmes in Nigeria context, to know how effective it is, how it has been
affecting the service delivery of teachers and the positive impact this can
have on the academic performance of secondary school teachers in Yola
Metropolis.
1.2 Statement of the Problem
The impact
of staff development programmes on the performance of teachers is worth
investigating when one looks at the over view in the background to the study.
The calibre of many teachers working in the public secondary schools in Yola
metropolis is nothing to write home about. They are usually inefficient in the
performance of their duties. Administrators of education in the state rarely
organize in-service training, conferences, workshops, seminars and mentoring
for secondary school teachers to improve themselves in spite of their critical
role in bringing about teachers‟ effectiveness and this has grossly affected
the quality and quantity of teachers. Thus, if staff development programmes
fails and did not succeed, Nigeria may experience set back in her social and
economic development.
Many schools
that organise staff training programmes in the country do have a wrong
nomenclature that staff development programmes require placing few people
9
with high
potentials in a training programme while ignoring the rest of staff. It is of
course difficult to identify the potential of prospective teachers, but to rely
on a few trainees is also risky. It is even much riskier when the trainees are
selected on the basis of friendship or kinship with executives without regards
for capabilities. Apart from this, the academic performance of secondary school
students has also being disappointing. More than half of the candidate who sat
for the May/June 2015 West African Senior School Certificate Examination
(WASSCE) cannot advance to higher institution. Hence, it has been discovered
that lack of efficient and skilful teachers, corruption etc has been the reason
behind this sordid performance.
Teachers are
faced with challenges in implementing staff development programmes which
amongst others includes failure to involve teachers in the planning of
professional development activities demoralises and develops in them negative
attitudes. Teachers appreciate programmes where they take part in organizing
rather than being left in the dark on matters that concern them. Another
challenge is financial constraints, Dadey & Harber (1991) observe that due
to “financial constraint which exist in almost every country in Africa, some
teachers have access to training once in a decade and some rarely, if ever”
(p:34). Fullan (1991) also observe that “financial and political factors
inhibit the expansion of induction programmes” (p:305). This evidence shows
that financial constraints are contributory to limited professional practices
undertaken to upgrade teachers. Limited funds inhibits teachers‟ maturity.
Underfunding of staff development programmes can be one of the factors that
acts as a barrier to effective teacher‟s growth. Therefore, teachers are the
main determinates of quality education. If they are apathetic, uncommitted,
uninspired, lazy, unmotivated, the whole nation is doomed. If they are ignorant
in their discipline and impart wrong knowledge, they become not only redundant,
but dangerous.
This study
is, however, imperative to determine the impact of staff development programmes
on the performance of teachers in secondary schools and how this could affect
the academic performance of students in secondary schools in Nigeria.
1.3 Objectives of the Study
The study is set to achieve the following
objectives:
1.
determine the impact of in-service training on the performance of
teachers in secondary schools in Yola Metropolis;
2.
examine the impact of conference on the performance of teachers in
secondary schools in Yola Metropolis;
3.
assess the impact of workshop on the performance of teachers in
secondary schools in Yola Metropolis;
4.
ascertain the impact of seminar on the performance of teachers in
secondary schools in Yola Metropolis; and
5.
find out the impact of mentoring on the performance of teachers in
secondary schools in Yola Metropolis.
1.4
Research Questions
1.
What is the impact of In-service training on the performance of teachers
in secondary schools in Yola Metropolis?
2.
What is the impact of Conference on the performance of teachers in
secondary schools in Yola Metropolis?
3.
What is the impact of Workshop on the performance of teachers in
secondary schools in Yola Metropolis?
4.
What is the impact of Seminar on the performance of teachers in
secondary schools in Yola Metropolis?
5.
What is the impact of Mentoring on the performance of teachers in
secondary schools in Yola Metropolis?
1.5
Hypotheses of the Study
The study
formulated the following hypotheses:
H01. There is no significant difference in the
opinions of principals, teachers and MOE officials on the impact of In-service
training programmes on the teachers‟ performance in secondary schools in Yola
Metropolis.
H02. There
is no significant difference in the opinions of principals, teachers and MOE
officials on the impact of Conference on the teachers‟ performance in secondary
schools in Yola Metropolis.
H03. There
is no significant difference in the opinions of principals, teachers and MOE
officials on the impact of Workshop on the teachers‟ performance in secondary
schools in Yola Metropolis.
H04. There
is no significant difference in the opinions of principals, teachers and MOE
officials on the impact of Seminar on the teachers‟ performance in secondary
schools in Yola Metropolis.
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