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IN-SERVICE
TRAINING AND TEACHERS PRODUCTIVITY IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Staff
training must be based on a need analysis derived from a comparison of actual
performance and behavior with required performance and behavior. Staff training
is one of the major ways organization invests in the workforce for greater
return today and even in the foreseeable future.
Organizational
effectiveness rests on the efficient and effective performance of workforce
that makeup the organization. The efficient and effective performance of the
workforce in turn, rest on the richness of the knowledge, skills and abilities
possessed by the workforce. In - service training in most organizations is a
continuous act/exercise. The inexorable march of time and the ceaseless glamour
for social change combine to make adaptability and continuing preparation of
the workforce as inevitable as the initial acquisition of knowledge and skills.
This cannot happen if employees training do not occur in an enterprise. In
other to maximize the productivity and efficiency of the organization, every
executive, manager or supervisor in a public or private organization has the
responsibility and indeed the bounding duty to ensure the development of their
employees who have requisite knowledge and expertise.
Training is
like sharpening an existing skill in order to reflect the trends in technology
and other social –cultural environmental changes of an organization.
Productivity is the goal of today’s competitive business world and training can
be a spring board to enhance productivity. The aim is to enable them contribute
their full measure to the welfare, health and development of the organization
(Onah 1993). The main objective of training and development in service
organization is to increase efficiency of employees with the resulting increase
in corporate productivity. This accounts for why a large number of fund and
time is expected by organization at one period or the order in the improvement
of the skills of their employees at various levels.
The
principal intention of training according to Akpan (1982:128), is to equip
people with the knowledge required to qualify them for a particular position of
employment, or to improve their skills and efficiency in the position they
already hold. Staff training therefore, improves the effectiveness and
efficiency of the employee.
Teachers,
like other professionals, may have to continue their education after they
qualify, a process known as continuing professional development. Therefore, the
research tends to examine the impact of in-service training on teachers
performance in secondary in Nigeria with reference to selected secondary
schools in Keffi of Nasarawa State.
1.2 Statement of the Problem
The teaching
profession has not had defined career path and this has had a lot of
implications for conditions of service, performance and personnel development.
The way teachers teach has direct impact on the learning outcomes. Therefore,
investment in teachers is critical in achieving quality education. Teachers in
active service are expected to grow continuously through upgrading, refresher
courses, induction, ethical and moral training, workshops, seminars and or
research.
Despite the
fact that the ministry, the government authorities and school managers in
government aided secondary schools in Nigeria are required to offer training
for their staff at different levels, this has not been given due attention in
some schools. This has led to lack of morale among the teachers, inability to
teach new subjects they never qualified for like entrepreneurship, lack of
quality assurance procedures and strategies in the orientation to and
implementation of new syllabus, teachers funding them for training in fields
not related to teaching profession and increased absenteeism from duty. It is
only unfortunate that there is no study that has been carried out to establish
the impact of training on teachers ‘work behavior.
1.3
Purpose of the study
` The purpose of this study includes the
following:
i. To examine the relationship
between in-service training programme and teachers pedagogical skills in
secondary schools.
ii. To ascertain the relationship
in service training of teachers and academic performance of students in
secondary schools.
1.4 Significance of study
The research
study shall be significant in a number of ways.
In the first
place, it is understood that investigation into this broad area of study will
exposed so many things hitherto dominant facts and which previous researchers
in this field has failed to investigated. This analysis will therefore help in
the small way to a better understanding of in service training programme
especially as it’s relate to teachers productivity in secondary schools in
Nasarawa State
Secondly,
the utilization of the basic tenets of this research study in general and the
body of facts in particular will to a very far extent enhance a government
efforts towards ensuring a systematic re-training programmes for teachers
currently in secondary schools across the country in general and Federal
Government College Keffi in particular.
It will also
add inputs to government efforts in ensuring sound more effective and efficient
teachers that will improve the falling standard of education in the society as
well as contribute to high academic performance of students in secondary
schools which variably will be leaders in different capacities of human
endeavors.
Furthermore,
the study will assist policy makers and educational planners to fashioning a
more variable, teaching and learning environment and an educational system that
will enable the country to free the currently challenge of globalization with
its emphasis on professionalism and increase productivity.
Finally, the
study will be beneficial to students and researchers a like as it will
contribute to the existing literature in order to add to the body of knowledge
in this field, and to the researchers, it will provide inputs into their
studies and hence increase their knowledge.
1.5 Research questions
The
following research question has been formulated to guide the study.
i. Does in service training programme
improve teacher’s pedagogical skills?
ii. Does in service training of teacher lead
to improved academic performance of students in secondary schools?
1.6
Research hypotheses
The
following hypotheses have been formulated and will be tested at 0.05 level of
significance appropriate statistical tool analysis.
i. There is no
significant relationship between in-service training programme and teacher
improved pedagogical skills in secondary schools.
ii. There are no
significant relationships between in service training of teachers and high
academic performance of students in secondary schools.
1.7 Assumptions
In this
study the following assumptions were made:-
i. Poor standard of education
in the country is a tone indication of teacher’s low productivity.
ii. The poor scores of the
promotion examination for the previous academic years are true indicator of
teacher low productivity.
iii. An in service programme for
teachers will lead to more knowledge and skill acquisition and an improve
productivity.
iv. The data collected from each of
the subject through the use of research instrument (records an questionnaire)
were accurate and variable.
1.8 Scope and Delimitation of the study
For the
purpose of the study the researcher has limited the study to secondary schools
in Keffi metropolis of Nasarawa State. Generally, every research study like all
other investigation both public and private is often bedecked with numerous
constraints.
This
particularly work is not an exemption, thus many administrative bottle necks
posed severe threat to the continuity of the study.
The
geographical distance between the various schools in the area of the research
constituted serious transportation problem.
The study
has been inheritably hindered by the lean purse and economic depression that
bite seriously on the researchers.
1.9
Definition of terms
In-service
Training
According to
the United State of America Department of Education (1985) in service training
is a system of systematized activities promoted and directed by the school
system that contribute to the professional or occupational growth and
competence of staff members during the time of their service to the school
system.
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