ABSTRACT
The study titled staff development strategies as correlate of teachers job delivery in unity secondary schools in south east, Nigeria’ was guided by nine research questions and nine hypotheses which were tested at 0.05 level of significance. It adopted a correlation design. A total population of 937 teachers from ten unity secondary schools (federal government colleges) in south east, Nigeria were used for the study. The sample size for the study was 749 teachers from ten unity schools which was selected through proportionate stratified random sampling technique. The sample 749 represents 80% of the population. Two instruments were developed for data collection titled “Staff Development Strategies Questionnaire’’ (SDSQ) and ‘’Job Delivery Questionnaire’’ (JDQ) were used for data collection. The instruments were validated by two experts from the Department of Educational Management- specialist in Educational Administration and Planning and one expert from the Department of Science Education who specialized in Measurement and Evaluation, all from Michael Okpara University of Agriculture Umudike. Cronbach Alpha method was used to determine the cluster by cluster reliability of the instruments. The reliability of the two instruments yielded indices of .76 and .74 respectively which are reliable. Four adequately briefed field assistants helped in the administration and collection of the questionnaire. Pearson Product Moment Correlation Coefficient was used to answer the research questions while simple linear regression analysis was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that On-the-job training of teachers to moderate/medium extent relates to teachers’ job delivery in unity secondary schools in south east, Nigeria; teachers’ health insurance to a positive weak/low extent relate to teachers’ job delivery in unity secondary schools in south east, Nigeria. The study recommend among others that; there is need for revitalization of on-the-job training by federal government in order to assist teachers to improve in their teaching skills; bi-annual orientations, seminars and workshops should be conducted for the teachers in unity secondary schools to help increase their competence level and mastery of subject content for their job delivery.
TABLE OF CONTENTS
Title page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of contents vi
List of Tables ix
Abstract xi
CHAPTER
1: INTRODUCTION 1
1.1
Background to the Study 1
1.2
Statement of the Problem 14
1.3
Purpose of the Study 15
1.4
Research Questions 15
1.5
Hypotheses 16
1.6
Significance of the Study 17
1.7
Scope of the Study 18
CHAPTER 2:
REVIEW OF RELATED LITERATURE 19
2.1.1
Conceptual Framework 19
2.1.2
Staff Profession 19
2.1.2 Unity Secondary
School Education in Nigeria 21
2.1.3 Staff Professional Development 22
2.1.4
Staff Professional Development
Programmes 24
2.1.5 Staff Development Strategies 27
2.1.5.1 On-the-job training 29
2.1.5.2
In-service training programme 30
2.1.5.3
Off-the-job programme 31
2.1.5.4
The pre-service programme 32
2.1.5.5
Health Insurance Strategy 33
2.1.5.6
Housing for all Teachers’ Scheme 33
2.1.5.7
Adequate Remuneration (Salary Scale) 34
2.1.5.8
Mentoring 36
2.1.5.9 Peer Tutoring 37
2.1.5.10 Subject lead-term Approach 37
2.1.5.11Cluster lead-teach approach 37
2.1.5.12
Orientation Program for Newly Qualified Teachers 38
2.1.6 Importance of Teachers’ Professional
Development Programmes 39
2.1.7
Synergy between Staff
Qualification and Quality Job Delivery in Education 40
2.1.8 Teacher Job Delivery 41
2.2 Theoretical Framework 45
2.2.1 The Systems Theory by Ludwig Von
Bertalanfy (1936) 45
2.2.2 Herzberg
Two Factors by Fredric Herzberg (1950) 47
2.2.3 Human
Capital Theory by Schultz (1961) 48
2.2.4 Maslow Hierarchy of Needs Theory 49
2.3 Empirical
Studies 51
2.4 Summary of Review of Related Literature 64
CHAPTER
3: METHODOLOGY 66
3.1 Design
of the Study 66
3.2 Area
of the Study 66
3.3 Population
of the Study 68
3.4 Sample
and Sampling Techniques 68
3.5 Instrument
for Data Collection 69
3.6 Validation
of the Instrument 69
3.7 Reliability
of the Instrument 70
3.8 Method
of Data Collection 71
3.9 Method
of Data Analysis 71
CHAPTER
4: RESULTS AND
DISCUSSION 73
4.1 Results 73
4.2 Summary of the Findings 91
4.3 Discussion of the Findings 93
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 101
5.1 Summary of the Study 101
5.2 Conclusion 103
5.3 Recommendations 104
5.4 Educational
Implication of the Study 105
5.5 Limitation of the Study 106
5.6 Suggestions for Further Study 106
REFERENCES 10
APPENDIX 115
LIST
OF TABLES
4.1 Correlation
Matrix Between On-the-job Training and Teachers’
Job
Delivery in Unity Secondary Schools 74
4.2 Regression
Analysis of Relationship Between On-the-job Training and Teachers ‘Job
Delivery in Unity
Secondary Schools 75
4.3 Correlation
Matrix Between
Off-the-job Training and Teachers’
Job
Delivery in Unity Secondary Schools 76
4.4 Regression
Analysis Between Off-the-job Training and Teachers’ Job
Delivery
in Unity Secondary Schools 77
4.5 Correlation
Matrix Between In-service Training and Teachers’ Job
Delivery in Unity
Secondary Schools 78
4.6
Regression Analysis of
Relationship Between In-service Training and Teachers’ Job
Delivery in Unity
Secondary Schools 79
4.7 Correlation
Matrix Between Pre-service Training and Teachers’ Job
Delivery
in Unity Secondary Schools 80
4.8 Regression
Analysis of Relationship Between Pre-service Training and Teachers’ Job
Delivery in Unity
Secondary Schools 81
4.9 Correlation
Matrix Between Health Insurance and Teachers’ Job
Delivery in Unity Secondary Schools 82
4.10 Regression Analysis of Relationship Between Health
Insurance and Teachers’ Job
Delivery
in Unity Secondary Schools 83
4.11 Correlation Matrix Between Quality Housing and Teachers’ Job
Delivery in Unity Secondary Schools 84
4.12 Regression Analysis of Relationship Between Teachers’
Quality Housing and
Teachers’
Job Delivery in Unity Secondary Schools 85
4.13 Correlation Matrix Between Effective
Remuneration and Teachers’
Job Delivery in Unity Secondary Schools 86
4.14 Regression Analysis of Relationship Between Teachers’
Effective Remuneration and
Teachers’
Job Delivery in Unity Secondary Schools 87
4.15 Correlation Matrix Between Teachers’ Access
to Professional
Development Fund and Teachers’ Job Delivery in Unity Secondary
Schools 88
4.16 Regression Analysis of Relationship Between Teachers’
Access to Professional
Development
Fund and Teachers’ Job Delivery
in Unity Secondary Schools
89
4.17 Correlation Matrix Between Incentive Strategy and Teachers’ Job
Delivery in Unity Secondary Schools 90
4.18 Regression Analysis of Relationship Between Incentive
Strategy and Teachers’ Job
Delivery
in Unity Secondary Schools 91
CHAPTER
1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The
education system globally is concerned with the development of human skill,
character, attitude, and knowledge in order to tackle societal problems. Education
also helps the society to meet its aspirations and needs. This development of
human capital therefore requires appropriate developmental strategies and
programmes for the educational workforce. This will also ensure quality
manpower for the achievement of effective job delivery. It was on this premise
that Federal Government of Nigeria (2014)
ensured that teacher training at pre-service level, in-service level and
continuous professional capacity building attracted a national priority in the
national policy on education in a 10year strategic plan for continuous expansion
of teacher training opportunities. This means that human resource development
plays a cogent role in ensuring that jobs are delivered qualitatively and
effectively at all tiers of educational system with particular reference to
secondary education.
Teachers constitute the main instrument for
curriculum implementation and goal attainment in secondary education and other
levels of education. A teacher is professionally trained personnel with the
duty of modifying the learners’ behaviour towards desired goals by impacting
knowledge. Izuagba and Obiefuna in Anorie (2011) defined a teacher as a
professional who discovers, plans, transmits, orders and appraises teaching and
learning. Ademola and Waheed in Ogbonnaya (2011) defined a teacher as a
classroom manager who performs the management functions just like managers in
other organizations. This entails that a teacher mobilizes and organizes the
resources within his/her disposal to achieve the expected objectives of the
school system. This may involve the utilization of material, taking advantage
of the classroom environment as well as securing maximum cooperation of the
learners when performing the function of planning, organizing, and coordinating
of teaching and learning resources efficiently for maximum results. Training
equips them with the knowledge, skills, values, attitude and competences to
carry out their tasks of effectively changing the behavoiur of the learner. A teacher
therefore is one who is professionally trained and certified, vested with the
responsibility of ensuring that appropriate knowledge and skills are
transferred to the learner.
Notably, teachers are the focal point in
ensuring that quality education is provided to educational clients and
participants. Hervie and Winful (2018) defined teachers as professional trained
persons with the skills of facilitate students’ learning and ensure that
students excel academically in order to accomplish their potentials as well as
find a reasonable career. Modebelu (2017) defined teachers as
group of individuals trained specifically to impact knowledge and skills to
children, youths and adults to enable them develop healthier attitudes and live
in harmony with others. Obunadike (2016) defined
teachers’ as group of people trained to help learners to acquire necessary
knowledge, skills and attitude through a variety of ways of which are
intertwined. In essence, the activities carried out by teachers help in molding
and modeling the mind of the learner, direct the learner to develop new idea,
gain useful information, cultivate good cultural habit acceptable by the
society and possess good attitude to ensure balanced personality. To
Aladejana (2014) teachers are persons who pilot the daily activities of a
school. Such teachers need to be professionally vast in their subject areas,
teachers’ work behaviour, teaching methods, teaching skills, teaching
strategies, teaching aids, techniques of teaching and evaluating students.
Teachers in this context refer to individuals who have the prerequisite
academic qualifications required to teach in a secondary school. This therefore
means that if a teacher is not professionally developed, he or she will be
unable to fulfill these objectives. Teachers are
people responsible for the daily activities of a school, and classroom
activities with the view of achieving educational goals. It invariably implies
that teachers need to be professionally knowledgeable in their subject areas,
teachers’ work behaviour, teaching methods, teaching skills, teaching
strategies, teaching aids, techniques of teaching and evaluating students. Aladejana
(2014) opined that teachers in this contextual frame are seen as individuals
who have the required academic qualifications and competence to teach in a secondary
school. This therefore means that if a teacher is not professionally developed,
they will be unable to fulfill these objectives.
The educational system in Nigeria is faced with high level of
decline in quality of personnel which means that most professional teachers
have not received any kind of professional development training sponsored by
the government for quality job delivery. They therefore, are not exposed to
orientations and workshops and this situation negatively affects their level of
task preparation and job delivery in terms of instructional effectiveness. On
this basis, Uche and Enukoha (2004) assert that teaching is a profession, and
as such all who aim at joining the profession should be well grounded in the
art of teaching. FRN (2016) defined secondary school teachers in terms of
professional development as individuals who have successfully completed some
teacher professional development programmes such as Teachers Grade II (TC II),
National Certificate in Education (N.C.E), Bachelors in Education (B.Ed.), with
relevant subjects, Masters in Education (M.Ed.) and Doctoral Degree in
education. A teacher is qualified to teach in a secondary school if he or she
has a minimum qualification of B.Ed. (FRN, 2014). Ajayi in Eya (2006) asserts
that professional teachers have often been criticized for paying attention to
the ‘’how’’ of teaching and ignoring the ‘’what’’ of their function. The synergy
between these two elements remains strong in determining the quality of a
teachers’ output (job delivery), as such the knowledge of what to teach and how
to deliver such content should be the utmost concern of the teacher.
Imperatively,
secondary school education is an important aspect of education which paves way
for the students to further their educational career in the tertiary
institutions of learning. It also provides middle level manpower to the
graduates. Secondary education as established in
Nigeria was designed to provide equal educational opportunities for primary
school leavers to enhance their educational career. It provides the avenue for
equipping its participants to live effectively in their societies through
inculcation of national unity and National consciousness amongst the students. Unity
secondary schools also known as federal government colleges were established by
the federal government of Nigeria in 1966 which was known as inter regional
secondary school and was later changed to federal government colleges or unity
secondary schools in the old East, North and west region of Nigeria. The school
cut across the 36 states of the nation with the sole aim of ensuring national
unity and integration in the country. More so, each state has two federal
government colleges, one is gender school (Federal Government Girls College)
and mixed school (Federal Government College). The
need to achieve these secondary school goals, objectives, programmes and
curriculum implementation demands competent educational workforce (teachers’).
Ayeni (2010) aptly stated that the realization of the basic objectives of
secondary education is built on the teachers’ effectiveness which requires
quality teaching process, adequate classroom management and student academic
assessment by the teacher.
FRN
(2016) in National Policy on Education outlined eight objectives of Secondary
school education as follows:
To
provide trained manpower in the applied science, technology and commerce at sub
professional grades.
To
inspire students with a desire for self-improvement and achievement of
excellence.
To
provide technical knowledge and vocational skills necessary for agriculture,
industrial, commercial and economic development.
To
provide all primary school leavers with the opportunity for education of a
higher level, irrespective of sex, social status, religion or ethnic
background.
To offer
diversified curriculum to cater for the differences in talents, opportunity and
future roles.
To
develop and promote Nigeria language, art and culture in the context of world’s
cultural heritage.
To
foster National Unity with an emphasis on the common ties that unite us in our
diversity.
To raise
a generation of people who can think for themselves, respect the views and
feelings of others, respect dignity of labour, appreciate those values
specified under the broad national goals and live as good citizens.
In order
to achieve the above objectives, the secondary school education system should
ensure that appropriate staff development strategies are put in place to serve
as a motivational drive for teachers’ in their job delivery. It was on this
note that, Nakpodia (2011) stated that the home provides the foundation on
which the schools develop, however, some parents believe that as soon as the
child starts to attend school, the responsibility of behavioural training is
shifted to teachers. This implies that much is expected of the teacher in terms
of students appropriate career selection, behavioural modification, good
manner, academic excellence of the students as well as ensuring that good
values and belief in the society.
Staff development and training has
actually been accepted by various organizational settings including education
sector which is the major means of enhancing and determining effectiveness
among its workforce. It plays a pivotal role in knowledge, skill, competence,
mastery of subject content and development among teachers. Lawal in Ekpo, Edet
and Nkama (2013) opined that staff development programmes for teachers remain
essential in educational process aimed at having required competence in
teaching profession. Raja, Furqan and Khan (2011) concerted that training and
development are important factors in the present global system as such increase
productivity, effectiveness and efficiency on workforce and the organization as
well. Deducing from the above view, it is salient to say that workforce
training and development are formidable elements of economic success of
educational institutions. This being the case, manpower development remains a
prerequisite for quality service delivery amongst teachers. Nwabueze (2010)
defined teacher professional development as a commitment to a structured skill
enhancement and personal or professional competence. From the definition, it is
salient for employee, irrespective of their professional duty or responsibility
in an organization to ensure that workers attitude, skill, value and knowledge
are up to date. Teachers’ professional development which brings about
competence becomes an essential factor that determines the job delivery of
teachers as well as their contribution to national development. It is on this
premise of professional development and effective job delivery of the teacher
that the quality output of educational processes depends.
Professional development of teachers is at a very low ebb as such
has a negative influence on teachers’ job delivery in public secondary schools
in South East, Nigeria. In order to facilitate teachers’ professional
development in the public secondary schools, there is need for teachers’
effective remuneration, national health insurance, good teachers’ housing or
quarters, accessible professional development funds, incentives and fringe
benefits, in-service training, pre-service training and off-the-job training
amongst others for teachers in South East, Nigeria. This will help upgrade
their content knowledge in 21st century educational globalization.
These include programmes put in place to train and retrain teachers to improve
job delivery. Invariably, the success or failure of the educational system
greatly depends solely on the quality of the instructors who are incidentally
teachers. It was on this basis that FRN (2013) opined that no educational
system can rise above the quality of its teachers. In essence, for efficiency,
quality and productivity to be actualized in secondary education system in Nigeria,
teachers’ professional development programmmes need more adequate attention.
Teachers need to be developed so as to be competent and productive in the
delivery of their duties.
Staff development strategies are among the
essential elements of achieving effectiveness, efficiency and quality result in
an organization. Shaheen, Naqvi and Khan (2013) defines staff development
strategies as a systematic technique employed for development of knowledge,
skills and behaviour required by the employee to perform adequately on
confirmed job. Ayeni (2010) defined staff development strategies
as activities that include teachers’ workshops, monitoring and in-service
training which enhance teacher development and competence as well as ensure
that teachers are professionally equipped and trained in their field of study.
In agreement with this view, Edem (2007) outlined some teachers’ professional
development programmes to include; in-service training approach which deals
with the university sandwich programmes, the national teachers institute
programmes and distance learning programmes. Off-the-job training programmes provide
the staff involved with the opportunity to go off the job by enrolling on a full
time programme, pre-service training approach or programmes run by colleges of
education, faculties of education (regular or part-time) institutes of
education, and other teacher training satellite centres. Ofojebe and Ezugoh
(2010) identified strategies that will enhance teacher effective job delivery
in the educational system to include: Staff development and training; Participatory
decision making; Good working atmosphere; quality remunerations and salaries; Promotion
as at when due; Job security; Recognition of teachers profession (teacher’s
professionalism); conducive working environment; Provision of adequate instructional
materials/teaching aids; Financial rewards, award, teachers scholarship and
Sponsorship to both local and international seminars, conferences and workshops
participation which is applicable in other fields.
FRN (2013) listed out the following as the following as part of
the strategies to improve teachers’ welfare to include; On-the-job training, In-service
training, Off-the-job training, Pre-service training, Continuous professional
capacity building, Federal teachers’ salary scheme, Teachers’ salary scale, National
health insurance scheme, Housing for all teachers’ scheme.
Essentially, On-the-job training is a
professional development as one of the staff development strategies remain an
activity in which one engages in after initial certification. It could be
likened to a training in which one receives while in active service. Odu,
Akanle, Alade and Ogunlade (2009) opined that sandwich programme just like
other on-the-job-training programme exposes teachers to new methods, skills and
knowledge for effective teaching. This entails that on-the-job programme is a
measure to which teachers grow academically and improve their productive
competence. Similarly, Off-the-job training is a professional development
process in which the organizational workforce is allowed to go off the job by
embarking on full academic programme. Mkpa (2006) asserts that attention
towards off-job-training will help in preparing and producing quality teachers
for effective teaching and learning in the school system. This in essence will
serve as a motivational drive to the teachers when permitted and provided with
the required financial material needed to facilitate their development
training. Supporting the above view, Asiyai (2017) is of the view that teachers
that are exposed to such professional training acquire more conceptual and
technical knowledge, skills and competence in their teaching subjects and
pedagogy in order to improve efficiency in the classroom. Off-the-job training
therefore is defined as a development programmes which permits the workforce to
embark on educational training while on service.
In-service training is one of the major
programmes adopted by many organizational workforces. This kind of programme is
organized by various institutions of learning geared towards boasting learner’s
qualification. It is a staff professional learning improvement that includes
retraining of the workforce while still on the job; this kind of training
approach incorporates three kinds of measures in bringing quality training to
the recipients. These are distant education learning, sandwich programme and
national teachers institute programme. Al-zoubi, Bani and Ismail (2010) defined
in-service training programme as a programme that re-orients teachers to new
goals and value, provides new dimension of training for teaching and learning
methods, prepare them to acquaint with the curriculum dynamics, and provides
them with the competence to teach and learn new areas. Odu, et.al (2009)
concerted that in-service programme helps teachers to engage in new methods, acquire
new knowledge and skills for effective teaching. In-service training therefore
facilitates new knowledge as well as competence among teachers in effective
delivery of assigned jobs. If in-service training could facilitate new
knowledge and competence among teachers.
Mentoring
could be seen as a special dynamic relationship between professional and
non-professional participants which geared towards efficiency in a given
organization. In secondary school system, mentorship could be applied using
professional and well-trained teachers to training and impact quality skills
and concepts as regards to an area of specialization to students’ teachers. In
the school system, the teachers Serves as a mentor to students and even
student-teachers and unskilled ones. Lance and Modebelu (2016) defined
mentorship as an on-going, caring relationship in which an adviser gives time,
support and encouragement to the mentee. The implication of this definition is
that the mentor is concern with the general welfare and performance of the
mentee ensuring that there is efficiency in the productivity level of the
mentee. Mentors serve as role models; acclimate new teachers to a new school;
and help new teachers to know more about the content of their subject area,
curriculum, procedure, practices, and politics. Mentorship takes requires ones
time; being an expertise in his/her field of study and makes a significant
contribution to the development of a new professional.
However, quality health insurance of
teachers’ remains another strategic dimension of staff development in secondary
schools. Anita (2015) defined health insurance as the coverage against the risk
of incurring medical and related financial costs and is one of the ways that
people in various countries pay for their medical needs. Globally, some persons
find it difficult/ unable to pay directly for the healthcare services they
need, or financially they may be seriously disadvantaged by doing so as a
result of low income earning. It seems that most public secondary school
teachers in Nigeria are not insured as regards to their health which may emerge
as a result of insufficient fund and high cost of health insurance in the
society. Samin and Awe (2009) noted that
access to healthcare is limited and most Nigerians are unable to pay for health
services and health facilities and this facility is far from being equitably
distributed. All these contributed to the limitation in health services. Health
insurance could be seen as insurance against loss through illness or injury of
the insured especially
insurance providing compensation for medical expenses and often income for
disability. Most public secondary school teachers during active service and retirement
age have been denied compensation of health related issues such that the level
of job delivery seems to be low. Saloner and
Daniels (2011) have argued that liberal societies have an obligation to provide
at least a decent minimum level of healthcare access (e.g., through affordable health
insurance) to citizens so that their opportunity ranges would not be unduly
compromised due to serious illnesses or disabilities.
Similarly, good housing and low housing estate
are vital in improving the health of the citizens. Adedipe (2009) opined that one
of the most intractable socio-economic problems facing the Nigeria nation today
is acute shortage of comfortable and affordable housing for the people. The
major causes of the problem have been identified and frantic efforts have been
made and huge financial resources have been expended, but strangely enough, it
has defied sustainable solution. The housing allowance of teacher when fully
implemented, increase the salary for the lowest earner in the public service will
help in quality standard of living amongst teachers as such speed up their
level of professional competence and productivity in the education industry. Housing
when put differently is a decisive integral of spatial formation, balanced
development and ecological unit which serves as one of the needed elements of
life to man. In a nutshell, housing which used to be regarded as mere shelter
is now much more than that, thus in everyday parlance, housing is the totality
of the house and the environment in which it is situated and those
infrastructural facilities which make living more convenient.
Effective remuneration of staff in an
organization remains an essential element of staff development strategy. When
workforce is effectively paid, the zeal and desire to perform in their job
specifications are achieved sporadically. Maicibi in Oyeleye (2017) defined
remuneration as pay or reward given to individuals for work done. He further
identified the indicators of remuneration to include: basic salary, wages,
health schemes, pension schemes, transport allowance, overtime allowances and
responsibility allowances. Ojeleye (2017) defines remuneration as monetary or
financial benefits in form of salaries, wages, bonuses, incentives, allowances
and benefits that accrued or given to an employee or group of employees by the
employer as a result of services rendered by the employee(s), commitment to the
organization or reward for employment.
Zaman (2011), argued that human resource provides basis for an
organization to achieve sustainable competitive advantage. Since organization
operates and functions in a dynamic and competitive environment, the need to
develop strategies to acquire and retain the competent workforce becomes vital.
He also emphasized that nowadays human asset is considered to be the most
important asset of any organization and in order to get the efficient and
effective result from human resource motivation is necessary. Remuneration is
traditionally seen as the total income of an individual and may comprise a
range of separate payments determined according to different rules.
Salary irregularities remain another
provocative issue in Nigerian civil service especially, in education sector.
The non-payment of teachers’ salaries and allowances as at when due has
remained a stumbling block to teachers’ job delivery in their profession. It is
generally believed that workers’ productivity in an organization (education
system) has a positive correlation with remuneration. Ajoku in Ihebereme (2011)
contends that salary is the major factor of job satisfaction in Nigeria. Emphatically,
it is so appalling that teachers in Nigerian public schools at all levels still
face the problem of delay in their salary, deduction in salary as well as
government owing salaries for months. This negative situation to very large
extent discourages teachers and negatively affects their classroom commitment
and achievement of educational objectives of the country. Torres in Ofoegbu
(2014) noted that the condition of teachers had long become the most
impoverished of all the sectors of the labour force. In implication, the public
schools, education system has totally suffered untold neglect as well as
virtual collapse, poor teaching quality, inadequate teaching workforce and poor
motivational drive among teachers which unity secondary school may not be left
outside.
Teacher
job delivery refers to the degree to which the teacher achieves the set goals
or objectives of secondary education through efficient and quality teaching
outcome. It therefore requires high level of effective teachers’ participation
in school activities and programmes in terms of teachers’ punctuality and
regularity, teaching methods, proper assessment, classroom management,
discipline, knowledge and mastery of the subject content and overall instructional
delivery. Anderson (2004), defined teacher effectiveness as ability of a
teacher to achieve the desired educational goals and objectives which he or she
either set for himself or which were set for him by others such as Ministry of
Education, Legislators, Government officials and school administrators.
Modebelu (2017) observed that teachers’ effectiveness indicates excellent
teachers’ work behaviour. Teachers’ job delivery can be measured or evaluated
through the quality of the teacher and how the teacher performs the major role
of teaching. An effective teacher performs functions such as, regular and
punctual attendance to school and class, constant teaching with instructional
materials, adequate use of pedagogical methods of teaching, use of good lesson
plan, weekly assessment of students’ performance, effective instruction
delivery and carrying out efficiently other duties assigned to him by the
principal.
However, considering the issue of poor teaching methods, lack of
assessment, poor classroom management and control, high level students’ indiscipline,
inadequate qualified teachers, lack of professional development in public
secondary schools and poor relationships that exist among the teachers,
principals and students in public secondary schools in South East Nigeria, investigation
into staff development strategies becomes needful for adequate teachers’
professional development programmes. This research therefore ascertained the
relationship between staff development strategies and teachers’ job delivery in
unity secondary schools in South East, Nigeria.
1.2
STATEMENT
OF THE PROBLEM
Staff development strategies are expected
to provide regular innovative pivotal teachers training programmes like
in-service training, on-the-job training, pre-service training and off-the-job
training; effective remuneration of teachers’; teachers health insurance,
prompt payment of fringe benefits.
It also involves availability and
accessibility of professional development funds, payment of allowances, and
incentives to unity secondary school teachers in Nigeria. This implies that
there seems to be quality job delivery amongst teachers of unity secondary
schools when these indicators are in place.
However, the obtainable situation to a
large extent seems to indicate lack of pivotal teachers’ training programmes
(PTTP) such as in-service training, on-the-job training, off-the-job training
and pre-service training; lack of payment of fringe benefits and allowances,
inadequate and non-accessibility of professional development fund by teachers,
lack of health insurance, salary irregularities and indebtedness and lack of
incentives for teachers in unity secondary schools in South East Nigeria.
The above situation gives rise to poor
method of teaching, poor classroom management, inadequate knowledge of the
subject matter/content, ineffective teaching outcome, and poor assessment of
students which are the major areas of teachers’ job delivery in secondary
schools. It does appear that lack of staff development strategies remains the
cause of teachers’ poor job delivery and ineffectiveness as such the problem of
this study put in question form is: ‘’to what extent do staff development
strategies correlate with teachers’ job delivery in unity secondary schools?
1.3
PURPOSE
OF THE STUDY
The
purpose of this study ascertained the extent staff development strategies
correlate with teachers’ job delivery in unity secondary schools in South East,
Nigeria. Specifically, the study sought to:
1. determine
the extent teachers’ on-the-job training relates to teachers’ job delivery in
unity secondary schools in South East Nigeria.
2. ascertain
the extent teachers’ off-the-job training relates to teachers’ job delivery.
3. determine
the extent teachers in-service training relates to teachers’ job delivery.
4. determine
the extent teachers’ pre-service training relates to teachers’ job delivery.
5. determine
the extent teachers’ health insurance relates to teachers’ job delivery in
unity secondary schools.
6. ascertain
the extent teachers’ quality housing relates to teachers’ job delivery.
7. determine
the extent teachers’ effective remuneration relates to teachers’ job delivery.
8. ascertain
the extent teachers’ access to professional development fund relates with
teachers’ job delivery.
9. determine
the extent incentives relates to teachers’ job delivery.
1.4
RESEARCH
QUESTIONS
The following research questions guided
the study:
1.
To what extent does on-the-job
training of teachers relate to teachers’ job delivery in unity secondary schools
in South East, Nigeria?
2.
What is the extent of
relationship between teachers’ off-the-job training and teachers’ job delivery?
3.
To what extent does
in-service training relate to teachers job delivery?
4.
To what extent does
teachers pre-service training relate to teachers’ job delivery?
5.
To what extent does
teachers’ health insurance relate to teachers’ job delivery?
6.
To what extent does
teachers’ quality housing relate to teachers’ job delivery?
7.
What is the extent of
relationship between teachers’ effective remuneration and teachers’ job
delivery?
8.
What is the extent of
relationship between teachers’ access to professional development fund and teachers’ job delivery?
9.
To what extent does
incentive strategy relate to teachers’ job delivery?
1.5
HYPOTHESES
The
following hypotheses are formulated to guide the study and was tested at 0.05
level of significance.
HO1:
Significant relationship does not
exist between on-the-job training and teachers’ job
delivery in unity secondary schools in South East Nigeria.
HO2:
There is no significant relationship
between off-the-job training and teachers’ job delivery.
H03: Significant relationship does
not exist between teachers’ in-service training and teachers’ job delivery.
HO4: Pre-service training of
teachers’ does not have significant relationship with teachers’ job delivery
HO5: Significant relationship does
not exist between teachers health insurance and teachers job delivery.
HO6: Teachers’ quality housing does
not significantly relate with teachers’ job delivery.
HO7: Significant relationship does
not exist between teachers’ effective remuneration and teachers’ job delivery.
HO8: There
is no significant relationship between teachers access to professional
development fund and teachers’ job delivery.
HO9: There is no significant relationship
between incentive strategy and teachers’ job delivery.
1.6
SIGNIFICANCE
OF THE STUDY
The findings of this study shall be of great benefits to
Federal Government of Nigeria, Ministry of education, Training institutions, Teachers,
students and researchers. To federal government of Nigeria, the findings shall
help them to know the level of professional development programmes present in unity
secondary schools and the extent teachers in South-East Nigeria engage in such
training programmes. This may motivate them to organize regular professional
teachers’ development programmes as well as release funds adequately for
teachers’ professional development.
The ministry of education shall benefit from the study
finding by understanding the need for ensuring development of teachers,
implementing staff development strategies such as providing quality housing,
health insurance services, incentives, payment of fringe benefits, enrolling
teachers’ for in-service training, on-the-job training, off-the job training
and pre-service training amongst others for teachers’. They shall also
understand the need for organizing orientation, seminar, workshop, conferences
and development appraisal for teachers in other to ensure that teachers’ jobs
are effectively delivered.
The findings also shall be beneficial to teachers’ education
institutions. Here effectiveness of teachers may be determined by the type of
training programmes these institutions expose them to, this however will
suggest to the institution either to adjust or continue with the existing programmes.
The findings shall be of great benefit to teachers because
it shall expose their level of training and its influence on teachers’
effectiveness. It shall also suggest and recommend solutions on how to improve
in their job delivery. The teachers shall appreciate the need for advancing in
their professional career by attending and organizing workforce among
themselves.
To the students, the findings shall help to facilitate
active participation in carrying out their academic activities as well as
improve their performance in the wake of professionally trained teachers.’
The findings
of the study shall provide qualitative literature for researchers who may
intend to conduct a research on variables related to the present research work.
1.7
SCOPE
OF THE STUDY
The
study is delimited to staff development strategies as correlate of teachers’
job delivery in unity secondary schools in South East Nigeria. Contently, the
study will cover staff development strategies such as on-the-job training,
off-the-job training, in-service training, pre-service training, teachers’
health insurance, quality housing, effective remuneration, accessibility to
professional development fund, and pivotal teachers training programme. Geographically,
the study covered the 10 federal government colleges in South East states of
Nigeria. This involves Federal Government College, Okigwe; Federal Government
Girls College Owerri; Federal Government College Ohafia, Federal Government
Girls College Umuahia; Federal Government College Okposi, Federal Government
Girls College, Abakaliki; Federal Government College, Enugu; Federal Government
Girls College, Lejja Enugu; Federal Government College, Nsi Agu Akwa; Federal
Government Girls College Onitsha.
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