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EVALUATION
OF STAFF DEVELOPMENT PROGRAMMES FOR TEACHERS IN PRIMARY SCHOOLS
ABSTRACT
The study
evaluated Staff Development Programmes of Primary Schools in Zaria Metropolis,
Kaduna State, Nigeria. The study has six objectives set to; examine conferences
organized for teachers in Primary Schools in Zaria metropolis,
determine
workshops organized for teachers, examine orientation organized for teachers,
examine symposium organized for teachers, determine the in-service training
organized for teachers and determine mentoring organized for teachers in
Primary schools in Zaria metropolis. Research questions and hypotheses as well
as review of related literatures were in line with the set objectives. Survey
research method was adapted and the population of the study consisted of 810
teachers, 35 head teachers and 60 LGEA officials of Zaria metropolis Kaduna
State. Cluster sampling technique was used in the selection of sample of the
study. Out of the population, 285 teachers, 35 head teachers and 40 LGEA
officials were randomly selected from 35 primary schools. Therefore, the total
number of 360 respondents was served as a sample for the study. The data for
the study were collected through the use of self constructed questionnaire, the
validity of the instrument was determined through vetting of the content by
experts in Educational Administration. The reliability coefficient was obtained
at 0.77. The data collected were presented by the use of frequency and
percentages. The formulated hypotheses of the research were tested using
Analysis of Variance (ANOVA) and analyzed the data at 0.05 significant level.
The findings of the study revealed that there were regular staff development
programmes through conferences and workshops for teachers, while there were no
regular in-service training and symposia for teachers in primary schools in
Zaria metropolis, Kaduna State. In view of this, the study recommended that government
should double their efforts for staff development programmes through in-service
training, symposia and mentoring for primary school teachers in Zaria
metropolis, Kaduna State.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Staff development
programmes have been
fully recognized as
a dream in
enhancing
teachers‘ performance. It is therefore, to achieve teachers‘ performance and
enhance credibility. Local Government Education Authority (LGEA) should
emphasize the effective acquisition and utilization of human resources by
investing in training or promotion on the jobs. The role of teachers in Primary
school is multifaceted. They are always under great pressure to conduct
research, teach, advise pupils, advise parents and serve on communities. Staff
development has therefore, become the vehicle for meaningful change which play
an integral part in developing the school philosophy, goals and expectation. It
is through training and development programs which differ in breath in relation
to the needs and resources of the school professionalism, productivity
individual effectiveness and performance has been a contended issue in most
countries due to poor work ethics.
This study
rests on the human capital theory developed by Maicibi and Nkata (2005) which
postulates that training involves both learning and teaching with improved
employee job performance and productivity derived from short term and long term
training. It argues that both knowledge and skill are a form of capital and
that this capital is a production of deliberate investment acquisition of
knowledge and skill is compared to acquiring the ―means of production‖ however,
the concept of human capital implies a statement in people.
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