ASSESSMENT OF STAFF CAPACITY UTILIZATION AND INNOVATION IN SELECTED PRIVATE SECONDARY SCHOOLS IN NIGERIA
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Abstract
This study was based on an assessment of staff capacity utilization and innovation in selected private secondary schools in Lagos State. Specifically, the study examined the extent of human capacity utilisation, assess the contribution of employees to innovation, and determine the effect of human capacity utilisation on the innovation capability of employees in primary schools.
The population of this study consisted of some selected private secondary schools in Ikeja, Lagos State. A simple random sampling technique was adopted to select 100 respondents. Data on the personal characteristics of respondents, skill utilisation, career satisfaction, job satisfaction, willingness to change, innovation and newness of innovation were gathered using a structured questionnaire.
The data collected were analysed with descriptive statistics such as frequency counts and percentages, while regression and correlation analysis were deployed for inferential statistics. The study revealed that respondents use their abilities to a high degree and are highly satisfied with their professions to a high degree. Furthermore, the majority of responders are extremely satisfied with their jobs.
It was recommended that for the 21st century infrastructure to meet 21st century demands, teachers’ challenges should be effectively tackled throughout all levels of the Nigerian educational system through the provision and accessibility of information communication technologies to fulfill the educational system’s current day technological needs.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is the most powerful tool that man has devised for self-improvement. It has trained his mind, hand, and heart and has placed him in a position of earthly leadership. Education increases a person’s intelligence, knowledge, and skills, as well as his views toward his environment (Chukwu, 2009). Building capacity for teachers who makes this happens becomes essential as it is realized that having clear standards and strong incentives for teachers alone will not transform teaching or make educational policies and reforms a reality.
The teaching staff is the educational system’s most valuable resource. It is not hyperbole to assert that teachers, through the process of formal schooling, produce the best labor force, the best social beings, and a formidable team of leaders in all sectors of the economy. Therefore, the role of the teacher in any significant national development endeavor is unavoidably inevitable.
Building staff capacity in educational sector is the process by which educators gain in-depth subject matter expertise, cutting-edge pedagogical skills, professional ethics, and experiences while thoughtfully interacting with colleagues and professional experts about the theories, techniques, challenges, and best practices in the implementation of curriculum and resource management in educational institutions. Depending on the type of training, the time, and the participants’ places of employment, capacity development programs are typically conducted for instructors at a specialized training center inside or outside of an educational institution.
Education is crucial to a developing nation’s ability to handle sophisticated technology while also acquiring the potential for internal advancement and expansion (Ilechukwu et al., 2014). Therefore, teachers’ capacity building aimed at advancing teachers’ knowledge and pedagogical skills for best practices and efficiency in instructional inputs and processes for better learning outcome in schools.
Capacity utilization refers to an enterprise’s manufacturing and production capacities at any one time. It is the link between the output generated with the available resources and the potential production that could be produced if all available capacity was employed. Innovation capabilities are a cutting-edge construct that has been used in a number of recent innovation studies. Bridging it with human capability and development factors, as well as an education sector case study, makes this research a cutting-edge contribution to the field.
Furthermore, in this study, human development has been identified as the fundamental objective and major engine of sustainability, with precisely tailored financial, sociological, and natural repercussions. Hoyle (2013) defines innovation as “the introduction of novelties, the alteration of what is established.” An innovation is a change in practice within an organization; it is not the creation of a new idea or thing. A practice change in an organization does not occur unless the new practice adds more value to the members than the old. Many innovations were preceded by great inventions, however other innovations occurred in the absence of a significant invention (Denning, 2004). People in an innovative culture will be continually looking for ways to better things.
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Staff capacity utilization is critical for developing human capital and, as a result, supporting innovation in the educational system. Capacity utilization refers to the production capabilities that are being utilized by a staff at a given time. Today’s education system encompasses primary and secondary school, university education, vocational and technical training, and lifelong learning. It has been demonstrated that the availability of specialists in Science, Technology, Engineering, and Mathematics (STEM) is critical for innovation since they have specialized expertise.
Problem solving, critical thinking, creative thinking, and behavioral abilities are all essential. Today, the use of technology and e-learning platforms for enhancing education, training, skills and life-long learning is essential and requires competent hands to make this happen in secondary schools (United Nations, 2021). This emphasizes the importance of teacher capacity building, since no education system can outperform the quality of instructors who convert curriculum into reality at institutions of learning.
The development of knowledge, skills, and attitudes in individuals and groups of people that are pertinent in the design, development, management, and maintenance of institutional and operational infrastructure and processes that are locally meaningful was defined by Groot and Paul (2000). Thus, a purposeful effort by the government and the populace to supply the appropriate quantity of workers at the appropriate location and at the appropriate time in an economy can be regarded as human capacity building.
Human resource development (HRD) is included in capacity building as a crucial component of development. It is predicated on the idea that training and education are the cornerstones of development initiatives, and that without HRD, the majority of development activities will be useless. It centers on a set of behaviors meant to aid participants in the developmental process in growing in knowledge, skill, and understanding as well as in developing the attitudes necessary to bring about the intended developmental change (Abdul, 2002).
The Federal and State Ministries of Education, The Universal Basic Education Commission (UBEC), State Universal Basic Education Board (SUBEB), the Teaching Service Commission, and Professional Bodies in the education sector organize cluster training for teachers at the secondary school level in Nigeria. The training usually involved facilitators who are research experts selected from the consulting tertiary institutions that provide professional expertise for the training programme in each of the 36 States and Abuja, the Federal capital territory.
Participants interact professionally by cross-fertilizing ideas on theories, principles and practices relating to instructional planning, pedagogical styles, evaluation process, time management, class management, record keeping and so on. Participants are expected to replicate the training by sharing knowledge, skills and experiences gained with their colleagues in their respective schools.
Staff members only become productive resources or human capital when they are qualified to make a significant contribution to the economy. To become agents of production and economic activity, they must be trained. As a result, human development has been viewed as the primary concern of all forms of development, including economic, social, cultural, and political development, because without training people remain inert, potential, and inactive to components of production.
According to (Ajeyalemi, 2002) study, expectations for teaching and education quality increase with a teacher’s knowledge and ability level. In a similar vein, stronger expectations for national development are associated with better levels of education provided by the system. Therefore, little national progress may be anticipated in the absence of qualified instructors. The instructor must constantly update in order to maintain the quality of her instruction and to stay current with current events. That is teachers must be prepared to face new challenges as they occur in the system.
According to Mohammed (2006), research on teacher education has continually emphasized the need of providing regular chances for teachers to develop their understanding of the subject matter they teach as well as the teaching skills they received in pre-service courses. This is based on the realization that we live in a rapidly changing world driven by information and communication technology (ICT), in which whatever knowledge and skills teachers acquired during their pre-service training quickly become obsolete as new challenges and realities emerge in the socioeconomic and political environments. As a result, capacity training is an unavoidable strategy for increasing production.
Ibukun (2004) stated that teachers should participate in training programs such as seminars, workshops, symposia, conferences, and other capacity-building activities due to the quick obsolescence of knowledge and teaching methods. As a result, for capacity building to be effective, it must address both the individual’s and the relevant institutions’ needs for growth and development. For all practical purposes, teacher capacity building promotes development, progress, excellence, and productivity within an educational system/sector. This study is based on an assessment of staff capacity utilization and innovation in secondary schools in Nigeria.
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