IMPACT OF STAFF DEVELOPMENT PROGRAMMES ON THE PERFORMANCE OF TEACHERS IN SECONDARY SCHOOLS IN ASABA METROPOLIS IN DELTA STATE, NIGERIA

IMPACT OF STAFF DEVELOPMENT PROGRAMMES ON THE PERFORMANCE OF TEACHERS IN SECONDARY SCHOOLS IN ASABA METROPOLIS IN DELTA STATE, NIGERIA

ABSTRACT

 

This study investigated the impact of staff development programmes on the performance of teachers in secondary schools in Asaba Metropolis in Delta State, Nigeria. Six objectives were formulated among which are to: examine the impact of in-service training on the performance of teachers in secondary schools and ascertain the impact of conference on the performance of teachers in secondary schools. Six research questions and six hypotheses were also formulated in line with the objectives of the study. The research design used for this study is descriptive survey design. The population of the study comprises 31 supervisors, 64 principals and 1814 teachers, making the total of 1909. Stratified sampling technique was used to determine the sample size in case of principals, teachers and zonal educational supervisors, the sample used for the study are 6 principals, 10 supervisors and 203 teachers making the total of 219 respondents. A self-developed questionnaire was used to collect relevant data. The instrument was validated by the researcher‟s supervisors and other experts in the department of Educational Foundations and Curriculum. The instrument was pilot tested and a reliability index of 0.945 was obtained. The six (6) hypotheses formulated for the study were tested using Analysis of Variance (ANOVA). Five null hypotheses were accepted (retained) and one was rejected. The results showed that in-service training, conferences, seminars, symposium and mentoring have improved the performance of teachers in secondary schools in Asaba Metropolis in Delta State. However, from the findings, it revealed that workshops were not properly carried out by the teachers in secondary schools in Asaba Metropolis that led to the rejection of the hypothesis. In view of the findings of the study, recommendations were made among which were that government and school administrators should encourage teachers in secondary schools in Asaba Metropolis to go for in-service training in order to enhance high performance in the classroom. Also, Policy on the conduct of conference should be strengthened to enable teachers benefit further from such training because of its effectiveness on the performance of teachers in secondary schools in Asaba Metropolis, Delta State.

 

 

 

TABLE OF CONTENTS
Cover Page		i
Title Page		ii
Declaration		iii
Certification		iv
Dedication		v
Acknowledgements		vi
Abstract		vii
Table of Contents		viii
List of Tables		xi
List of Appendices		xiii
Operational Definition of Terms		xiv
CHAPTER ONE: INTRODUCTION
Background to the Study	1
Statement of the Problem	4
Objectives of the Study	5
Research Questions	6
Hypotheses	7
Basic Assumptions	8
Significance of the Study	8
Scope of the Study	9
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Introduction	10
Conceptual Framework	10
Concept of Development	11
Concept of Staff Development	11
Objectives of Staff Development	12
Concept of In-Service	14
Concept of Conference	15
Concept of Workshop	15

2.2.7	Concept of Seminar	16
2.2.8	Concept of Symposium	17
2.2.9	Concept of Mentoring	18
2.2.10	Concept of Job Performance	18
2.3	Theoretical Framework	19
2.4	Importance of Staff Development	21
2.5	Types of Staff Development Programmes	24
2.6	Impact of in-service training on performance of secondary school teachers	27
2.7	Impact of conference on performance of secondary school teachers	30
2.8	Impact of workshop on performance of secondary school teachers	32
2.9	Impact of seminars on performance of secondary school teachers	35
2.10	Impact of symposium on performance of secondary school teachers	40
2.11	Impact of mentoring on performance of secondary school teachers	41
2.12	Constraints militate against successful staff development programmes	45
2.13	Factors responsible for successful implementation of staff development
	Programmes	49
2.14	Empirical Studies	50
2.15	Summary	56
CHAPTER THREE: RESEARCH METHODOLOGY
3.1	Introduction	56
3.2	Research Design	56
3.3	Population of the Study	56
3.4	Sample and Sampling Techniques	56
3.5	Instrumentation	58
3.5.1	Validity of the Instrument	58
3.5.2	Pilot Study	59
3.5.3	Reliability of the Study	59
3.6	Procedure for Data Collection	59
3.7	Procedure for Data Analysis	60

CHAPTER FOUR: DATA ANALYSIS, RESULTS AND DISCUSSION

 

4.1	Introduction	61
4.2	Bio-Data of Respondents	62
4.3	Opinions of Respondents on Research Questions	65
4.4	Hypotheses Testing	83
4.5	Summary of Findings	91
4.6	Discussion of the Findings	92
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1	Summary	96
5.2	Conclusion	97
5.3	Recommendations	98
5.4	Suggestions for Further Studies	99
	References	100
	Appendices	104

 

 

 

OPERATIONAL DEFINITION OF TERMS

 

Development

 

Development refers to the growth of a person in his or her professional role by gaining increased experience.

 

Staff Development

 

Staff development refers to the planned programme to increase the teachers growth for efficiency and productivity in the service.

 

Job Performance

 

Job performance is a means to reach a goal or set of goals within a job, role, or organization. It is the work related activities expected of an employee and how well those activities were executed.

 

Workshop

 

A workshop is a form of discussion and practical work on a subject in which a group of people show their knowledge and experience under the guidance of resource personnel usually with prepared modulus or material.

 

Seminar

 

Seminar involved a group of people who engaged in advanced study and original research and meeting regularly to exchange information and hold discussions.

 

Conference

 

Conference is a large form of meeting usually lasting for a few days at which people of the same field come together either locally, national or internationally to debate topical issues.

 

In-service

 

It is a training or course of study undertaken by a worker in an institution where he/she is still on the job to acquire higher qualifications e.g. NCE, Degree, Master and so forth.

Symposium

 

A symposium is usually used to describe a small conference where teachers interact on a single subject to enhance their performance in their chosen fields.

 

Mentoring

 

Mentoring is a process of consciously building a mutual relationship between two or more experienced colleagues for the purpose of promoting personal and professional growths.

 

 

 

 

 

 

 

 

 

 

CHAPTER ONE

 

INTRODUCTION

 

 

1.1         Background to the Study

 

Organizing and structuring of a solid academic staff development program influences the realization of the school goals. Employee development refers to the human resource development programs designed to enhance the value of employee after they have joined the organization. This according to Bingilar and Etale (2014) includes employee training, orientation promotion, mentoring, seminar and workshop among others. Training is the organized way in which organizations provide development and enhanced quality of new and existing employees. Training is viewed as a systematic approach of learning and development that improve individual, group and organization Fanny (2001), thus it is the series of activities embarked upon by organization that leads to knowledge or skills acquisition for growing purposes.

 

Staff development has been accepted as an effective method of increasing the knowledge and skills of teacher‟s in order to enable teachers to teach more effectively. According to Lawal (2004), staff development programmes for teachers are important aspects of education process that deal with the art of acquiring skills in the teaching profession. They are essential practices that enhance subject mastery, teaching methodology and classroom management. The objective of staff development programmes is that it ensures 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 new teachers to adjust to teaching field. Helps to promote mutual respect among teachers and recognizes the need for modern teaching methods (Madumere-Obike, 2007).

The need for teachers in secondary schools to improve their knowledge, skills, attitude and behaviours while on the job is more critical now in the developing nation like Nigeria than ever before for a number of reasons for example, academic programmes in our schools rarely adequately prepared students as finish products for their future position as teachers and their accompanying responsibilities (Peretomode, 2001; Peretomode & Chukwuma, 2014).

 

Moreover, the issue of quality assurance to ensure credibility of certification is essential in teacher production. Uche and Enukoha (2004), points out that teaching is a profession, therefore all who desire to work as teachers should be well groomed in the art of teaching. Brennen (2001), asserts that new teachers are faced with several challenges upon beginning their teaching career; such as: class assignment, classroom discipline and management, demanding teaching workloads with assignment of extra duties, motivating students, dealing with individual differences among students, assessing students among others. Hence there is need to provide effective staff development programmes which will assist novice teachers as they begin their teaching career. Staff development can be regarded as series of activities an organization put in place in order to assist members of its staff acquire the knowledge, skills and experiences necessary for efficient and effective performance of jobs and responsibilities in the organization (Banta, 2008).

 

It is worth understanding that to undertake new strategies for delivering instruction; teachers need to be provided with the necessary training to utilize the new opportunities to ensure student success. Staff development is the key to increasing student achievement through the improvement of teachers‟ skills and abilities. A successful staff development program is cyclic in nature. This ongoing process must be collaborative in nature involving teachers, administrators and stakeholders.

This situation requires investigation into the staff development programmes in secondary schools.

 

1.2         Statement of the Problem

 

Teachers’ ability and teaching performance are often in the center of attention in educational institution, the challenges experienced by secondary schools currently such as large students enrolments, globalization of education with inherent competition for staff and students has called for more current expertise in delivery of quality education, need for recognition and prestige. The importance of staff professional development cannot be over emphasized. In spite of its apparent advantages there are still many employers particularly in secondary schools, management do not commit sufficient funds to the development of their staff (Peretomode & Chukwuma, 2014). The significance of staff development and job performance has necessitated the introduction of policies to encourage staff development; the policy thrust enable staff to add to their qualification in an area of study directly relevant to their primary assignment. The National Policy on Education (NPE, 2004) States that continuous training of teachers in all educational institution shall be encouraged.

 

Having the new educational challenges, there is a growing concern that the preparation of teachers need to be enhanced for them to be fully effective in the discharge of their duties. Newly employed teachers needs to be effectively integrated into the system through orientation programmes which many secondary schools have now abandoned, though the school management believed that effective mentoring programmes are vital to improve new teacher retention and development for beginning teachers. Our experienced teachers are held in very high esteem and are valued for the professional support they give to new teachers, but unfortunately there are no officiallyorganize mentoring programmes in secondary schools in Asaba Metropolis Delta State, Nigeria.

The use of modern teaching techniques to handle large class size and the information technology system in teaching seems to be a challenge to some teachers in this modern age, these situations motivated the researcher to investigate into the staff development programmes in secondary schools. This research tries to examine if teachers‟ participation in staff development programmes can help impact on their performance, teachers performance will be considered in terms of their commitment to attending training programmes such as in-service training, conference and workshop among others, student assessments supervise to completion, examination invigilation, and number of hours spent for teachers relationship with students among others in secondary schools in Asaba Metropolis, Delta State Nigeria.

 

1.3         Objectives of the Study

 

The main objective of this research was to investigate the Impact of staff development programmes on the performance of teachers in secondary schools in Asaba Metropolis, Delta State, Nigeria. The specific objectives are to:

1. Examine the impact of in-service training on the performance of teachers in secondary schools in Asaba Metropolis, Delta State.

 

2. Ascertain the impact of conference on the performance of teachers in secondary schools in Asaba Metropolis, Delta State.

 

3. Assess the impact of workshop on the performance of teachers in secondary schools in Asaba Metropolis, Delta State.

 

4. Determine the impact of seminars on the performance of teachers in secondary schools in Asaba Metropolis, Delta State.

 

5. Examine the impact of symposium on the performance of teachers in secondary schools in Asaba Metropolis, Delta State.

 

6. Examine the impact of mentoring on the performance of teachers in secondary schools in Asaba Metropolis, Delta State.

 

1.4           Research Questions

 

The following research questions guided the conduct of the study.

 

1. Is there impact of in-service training on the performance of teachers in secondary schools in Asaba Metropolis, Delta State?

 

2. To what extent do conferences have impact on teachers‟ performance in secondary schools in Asaba Metropolis, Delta State?

 

3. To what extent does workshop have impact on teachers‟ performance in secondary schools in Asaba Metropolis, Delta State?

 

4. What is the impact of seminar on teachers‟ performance in secondary schools in

 

Asaba Metropolis, Delta State?

 

5. What is the impact of symposium on teachers‟ performance in secondary schools in Asaba Metropolis, Delta State?
6. 1.5           Research Hypotheses 

   For the purpose of this study, the following hypotheses are formulated:

    

   1. There is no significant difference in the opinions of principals, teachers and zonal inspectors on the impact of in-service training on the performance of teachers in secondary schools in Asaba Metropolis, Delta State.

    

   2. There is no significant difference in the opinions of principals, teachers and zonal inspectors on the impact of conference on the performance of teachers in secondary schools in Asaba Metropolis Dealta State.

    

   3. There is no significant difference in the opinions of principals, teachers and zonal inspectors on the impact of workshop on the performance of teachers in secondary schools in Asaba Metropolis, Delta State.

    

   4. There is no significant difference in the opinions of principals, teachers and zonal inspectors on the impact of seminar on the performance of teachers in secondary schools in Asaba Metropolis, Delta State.

    

   5. There is no significant difference in the opinions of principals, teachers and

    

   zonal inspectors on the impact of symposium programmes on the performance of teachers in secondary schools in Asaba Metropolis, Delta State.

    

   .6.          There is no significant difference in the opinions of principals, teachers and zonal inspectors on the impact of mentoring programmes on the performance of teachers in secondary schools in Asaba Metropolis, Delta State.

   1.6           Basic Assumptions

    

   The research is being undertaken based on the following assumptions that:

    

   1. In-service training is assumed to improve productivity of teachers‟ job performance in secondary schools in Asaba Metropolis, Delta State.

    

   2. Conference training is assumed to improve job performance of teachers in secondary schools in Asaba Metropolis, Delta State.

    

   3. Workshop training is assumed to stimulate teachers‟ job performance in secondary schools in Asaba Metropolis, Delta State.

    

   4. Seminar training is assumed to improve job performance of teachers in secondary schools in Asaba Metropolis, Delta State.

    

   5. Symposium programmes is assumed to improve teachers‟ job performance in secondary schools in Asaba Metropolis, Delta State.

    

   6. Proper mentoring is assumed to enhance teachers‟ job performance in secondary schools in Asaba Metropolis, Delta State.

    

   1.7         Significance of the Study

    

   Staff development has become a central function for teachers‟ management in that it improves the overall level of productivity after pre-service training. The significance of this study is based on the research finding that will avail to the academic community on how staff development programmes impact on teachers‟ effectiveness. The study is relevant to students and other researchers who are furthering their studies on different aspects of staff development, school management and the larger academic communities as well will rely on the work. The study will benefit the federal government being the major financer of education across the country has spent a lot on staff development programmes.

    

   However, the teachers‟ service commission will also benefit from the research work because of being the co-coordinating organ and policy making body for secondary

    

    

   1.6           Basic Assumptions

    

   The research is being undertaken based on the following assumptions that:

    

   1. In-service training is assumed to improve productivity of teachers‟ job performance in secondary schools in Asaba Metropolis, Delta State.

    

   2. Conference training is assumed to improve job performance of teachers in secondary schools in Asaba Metropolis, Delta State.

    

   3. Workshop training is assumed to stimulate teachers‟ job performance in secondary schools in Asaba Metropolis, Delta State.

    

   4. Seminar training is assumed to improve job performance of teachers in secondary schools in Asaba Metropolis, Delta State.

    

   5. Symposium programmes is assumed to improve teachers‟ job performance in secondary schools in Asaba Metropolis, Delta State.

    

   6. Proper mentoring is assumed to enhance teachers‟ job performance in secondary schools in Asaba Metropolis, Delta State.

    

   1.7         Significance of the Study

    

   Staff development has become a central function for teachers‟ management in that it improves the overall level of productivity after pre-service training. The significance of this study is based on the research finding that will avail to the academic community on how staff development programmes impact on teachers‟ effectiveness. The study is relevant to students and other researchers who are furthering their studies on different aspects of staff development, school management and the larger academic communities as well will rely on the work. The study will benefit the federal government being the major financer of education across the country has spent a lot on staff development programmes.

    

   However, the teachers‟ service commission will also benefit from the research work because of being the co-coordinating organ and policy making body for secondary

   schools. The study is reliable in encouraging government on the importance of in-service training, workshop, seminars, conferences, symposium and mentoring programmes for teachers to improve their skills and academic performance in secondary schools. Furthermore, the study is relevant to administrators, stakeholder and non-governmental organization on the need for every staff to be constantly upgraded to keep abreast with the rapid changing society.

    

   1.8         Scope of the Study

    

   This study investigated the impact of staff development programmes on the performance of teachers in secondary schools in Asaba Metropolis Delta State, Nigeria. This study was delimited to principals, zonal inspectors and teachers in secondary schools in Asaba metropolis, Delta State. The independent variables of the study include staff development programmes, in-service training, conference, workshop, seminar, symposium, mentoring and the dependent variable, teachers‟ performance.

    

    

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