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INFLUENCE OF
STAFF DEVELOPMENT AND TRAINING ON TEACHER’S PRODUCTIVITY IN SECONDARY SCHOOLS
Abstract
This study assessed and investigated staff
training and teachers’ productivity in five selected Junior and Senior
Secondary school in Bariga Local Local Government Areas of Lagos State. The
study employed a descriptive survey research design. An instrument titled:
Staff Training and Teachers’ Productivity (STTP) was used to collect relevant
data for the study. The five secondary schools involved were selected based on
simple random sampling technique and the statistical tools employed to analyse
the data collected were percentages, means scores while t-test statistical tool
was used for hypothesis one and Pearson Product Moment Correlational
Coefficient was used for hypothesis two and three respectively at 0.05 level of
significance.
200 sample
sizes were used for the study. Three
research questions and three research hypotheses were designed and formulated
for the purpose of the study. The survey results revealed that there was a
significant effect of training on teachers’ productivity in the school sector.
Recommendations were made at the end of the study
CHAPTER ONE
INTRODUCTION
1.1
Background of Study
The need for improved productivity has become
universally accepted and that it depends on efficient and effective training is
not less apparent. It further becomes necessary in view of advancement in
modern world to invest in training. Thus the role played by staff training and
development can no longer be over-emphasized (Ojo, 2009).
With the
rapid global workforce changes, staff development programs have been fully
recognized as a dream in enhancing job performance. It is imperative therefore,
that to achieve institutional performance and enhance credibility, institutions
should emphasize the effective acquisition and utilization of their human resources
by investing in them through training on their jobs. (Sebuwufu, 2004).
Training is
a systematic development of knowledge, skills and attitudes required by
employees to perform adequately on a given tasks or job. New entrants into
organizations have various skills, though not all are relevant to
organizational needs. Training and development are required for its staff to
enable them work towards taking the organization to its expected destination.
Staff training and development are based on the premise that staff skills need
to be improved for organizations to grow.
Gardner
(1993) defines training as an organized procedure by which people learn
knowledge and or skills for a definite purpose. It is a process for equipping
employees, particularly the non-managerial employees. Training would enable
employees to improve on their performances and when they improve on their
performances, it will bring about high and increased productivity in an
organisation or an institution
Asobie
(2002), states that the objective of training is to enable employees to perform
his/her job in such a way as to meet the standards of output, quality, waste
control, safety and other operational requirements.
Ayodele
(2003) states that, for the fact that ours is a world that is currently
undergoing rapid changes particularly in the area of skill obsolescence and
technological capability, training is not exclusively reserved for newly
employed staff but also for the old employees as well. It is therefore, for the
purpose of enhancing individual performance that training and development
should be made a continuous process that should last through an employee’s
entire working life.
Anyanwu
(2004) affirms that because low and middle level employees need to adapt to new
skills and technologies, while managers and top management personnel need
deeper knowledge and understanding of their jobs, the jobs of others, a good
understanding of where and how their jobs fit into the wider organisation
pattern, an understanding of government and societal constraints, and a
sensitive social awareness of the environment within which organisation or
school operates.
According to
Uzorue (1994), the objective of training and retraining teachers in the school
sector is majorly to enable them to perform their work well in the school and
bring about high work performance of the teachers and high academic achievement
of the students. Uzorue opines that the teacher’s job is a tedious one, which
requires skills and proficiency to carry out effectively. Therefore, training
of teachers is a sine qua non in the teaching profession.
According to
Nkemakolam (2005), he stated that constant training or organisation of
seminars, workshops and other courses for teachers would improve to a great
extent, the effectiveness and efficiency of teachers’ productivity in the
school environment. Teachers occupy a central position in harnessing the
administrative and material resources necessary to blend with learners
(students).
For jobs
like teaching that requires complex and diverse range of skills and knowledge,
a period of apprenticeship training is usually required. For example, in
technical jobs such as carpentry, plumbing, printing, welding, engraving, tool
making, and other jobs that require long period of practice and experience,
apprenticeship programmes are necessary if the trainee is to fully grasp or
understand the intricacies and complexities of the job. Besides, since training
takes place over an extended period of time, the distributed learning necessary
to master such skills is able to take place. In addition, when apprenticeship programmes
or training is well planned and operated, it permits the integration of the
best features of on-the-job training and off-the-job training. It gives the
apprentice an opportunity to earn something while learning (Banjoko, 2001).
The
Teachers’ Establishment and pension Office (TEPO) was created from the defunct
Post-Primary Teaching Service Commission (PP-TESCOM) by the education sector
Reforms laws of year 2005 which also established the six Education District in
Lagos State, it was headed by a Tutor General/Permanent Secretary under the
Administration of the former Governor, Asiwaju Bola Ahmed Tinubu.
The Reform
Law was to provide the enhancement of career of teachers in Post Primary
Teaching service, decentralization for effective management of Post Primary
school system in the state.
Recently,
The Teachers’ Establishment and pension Office (TEPO) organized an 8-days
seminar on “Effective use of ICT across the School Curriculun” facilitated by
Corona Schools’ Trust Council. The seminar was aimed at improving teachers’ on
adequate and effective use of modern ICT technology in the classroom.
Training of
staff is important in the following ways: to remove performance deficiency; to
match the employees’ abilities with the job requirements and organizational
needs; to enhance organizational viability and the transformation process, to
cope with the new technological advancement; to improve quality and quantity of
work; to improve productivity and efficiency; to help staff cope with increased
organizational complexity resulting from increased mechanization automation.
Training, sometimes, may be undertaken to enhance employees’ self-esteem; to
boost staff morale and thereby improve organisational climate, especially, in
the school (Munonye, 2006).
For teachers
to maximize their potentials or exhibit maximum effectiveness in their duties
in the school system, constant staff training and development programmes must
be put in place and these programmes must be geared towards the enhancement and
improvement of teachers work performance which will also enhance the academic
performance of students in the school environment.
1.9 Statement of the Problem
Management
of schools has, over time been a contentious issue but more contentious
however, has been the performance of teachers at work. Unfortunately, some teachers do not perform
to the expected standards and neither do they seem to address the needs of
students. Their performance is still less satisfactory than the expected
standards and consequences have been predictable as there are rising concerns
over poor coverage of term curriculum and course content, delayed examination
results and missing marks, poor assessment of examinations, poor
teacher-student interaction, deteriorating academic performance and reduced
levels of research (Ayo, 2003).
The school
system in Nigeria, has the problem of untrained teachers who have greatly
infiltrated into the teaching profession, because they think that teaching is
an all-comers’ job. They think that everyone knows how to teach, but they
forget that not everyone is trained to teach. Untrained and inexperience
teachers lack the mastery of content (what to teach), the methodology (how to
teach). Any teachers who do not possess the mastery of both what to teach and
how to teach cannot be said to be a teacher in the first place. Untrained and
inexperienced teachers therefore, lack the skills and the capabilities to
achieve the goods in teaching and learning process. This unsatisfactory
performance of inexperienced teachers has in turn posed a threat on the quality
of education offered by the schools and service delivery. It is this belief
that the researcher is motivated to find out the influence of staff development
and training on teacher’s productivity in secondary schools.
1.3Purpose
of the Study
The main
purpose of the study is to examine the influence of staff development and
training on teachers’ productivity in secondary schools in Bariga Local
Government Area of Lagos State.
Other
objectives of the study include:
i.
To find out what types of training and developmental programmes are
available for teachers in secondary schools.
ii. To find out whether training
affects teachers’ productivity in the school.
iii. To investigate whether there is
difference between the productivity of trained teachers and untrained ones.
iv. To differentiate the productivity
of male and female teachers in the school.
v. To find out whether there is a
relationship between training and development of teachers and academic
performance of students in the school.
1.4Research
Questions
The
following research questions are raised in this study:
1. What types of training and
developmental programmes are available for secondary school teachers in Lagos
State?
2. Will training affects
teachers’ productivity in the school sector?
3. Is there any difference
between the productivity of teachers who are trained and those who are not?
4. How can the productivity of
male and female teachers be differentiated?
5. Will there be any relationship
between training and development of teachers and academic performance of
students in the school?
1.5Research
Hypotheses
The
following hypotheses will be formulated and tested in this study:
1. There will be no significant
effect of training on teachers’ productivity in the school sector.
2. There will be no significant
difference between the productivity of teachers who are trained and those who
are not.
3. There will be no significant
relationship between training and development of teachers and academic
performance of students in the school.
1.6 Significance of the Study
This study
will be beneficial to the following individuals in many ways:
This study
will help Principals of schools benefit from the findings and recommendations
made by the researcher. This is because; the principals would be able to
understand the essence of maintaining a conducive atmosphere in the school. It
is important that principals maintain good relationship with their teachers and
students so that they will be able to have good school climate running in the
school for the overall maximization of high productivity.
The study
will be beneficial to the teachers because it will enable them to be able to
know more about the essence of having good principal – teacher relationships in
the school, and how bad principal – teacher relationship can affect the school
atmosphere badly. This is because nothing works in an organization or school
where there is rancour and bad blood amongst principals, teachers and school
community or even students and parents. For the school to achieve its goals and
objectives, it must operate on good climate or cordial culture which promotes
high productivity. Also, Parents being one of the important stakeholders in the
school system, ought to be in good relationship with the principals, the
teachers and all that are in the school. Therefore, assisting parents to be
able to be well informed on the importance of having their children in schools
where there is good relationship among the school personnel and schools where
is provision of infrastructures and other amenities in the school.
1.7Scope of
the Study
This study
covers all secondary schools in Bariga Local Government Area of Lagos State.
But it is limited to five (5) schools within the Local Government because it is
assumed that the number is enough to explain the whole Local Government.
1.8 Definition of Terms
The following
terms were operationally defined thus:
Employee
Behaviour: Refers to manners, moral conduct and treatment shown to or towards
management
Workers’
Productivity: This has to do with the total output or result of work obtainable
from the input of employees in any organisation. In other words, it is the
total production level of all the workers in a company, industries, schools and
other parastatals within the private and public sectors.
Job
fulfillment: This is the final result an organization intends to see from the
employees after being motivated.
Training:
This means training somebody for something in order to be somebody or
something; the act of giving teaching and practice to an individual or a worker
in order to bring to a directed standard of behaviour, efficiency or physical
condition.
Staff
Training and Development: Training and development are processes for equipping
the employees particularly the non-managerial employees with specific skills
e.g. technical skills such as plumbing, electrical, wiring, repairing, artistic
skills, clerical and typing skills that could enable them to improve on their
performances and overall efficiency. Adamson and Adamson (2000) state that the
objective of training and development on the job is to enable an employee to
perform his job in such a way as to meet the standards of output, quality,
waste control, safety and other operational requirements.
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