ABSTRACT
The study
examined staff training and teachers’ productivity in selected secondary
schools in Mainland Local Government Area of Lagos State. The descriptive
research survey was used in order to assess the opinions of the selected
respondents using the questionnaire and the sampling techniques. A total of one
hundred and fifty respondents were selected comprising 75 males and 75 females
and used in the study to represent the entire population of the study. Three
null hypotheses were formulated and tested using the Pearson Product Moment
Correlational Coefficient statistical tools at 0.05 level of significance. At
the end of the analyses, the following results emerged: ICT based training
programmes, training on teaching methodology, Classroom management, items and
test writing are some of the training programmes that are available for
secondary school teachers; Teachers need to be trained because training
promotes the acquisition of skills and knowledge or attitudes that are required
to meet organizational and individual goals; teachers have positive perceptions
towards continuing training in the service; there is a significant relationship
between quality training of teachers in terms of writing and effective
assessment, there is a significant relationship between training methodology
and teachers effective in classroom management, and there is a significant
relationship between teachers’ training and students’ excellent performance. On
the basis of the findings, relevant recommendations were drawn for the study.
TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgments iv
Abstract v
Table of Contents vi
CHAPTER
ONE: INTRODUCTION 1
1.1
Background to the Study 1
1.2
Statement of the Problem 4
1.3
Purpose of the Study 5
1.4
Research Questions 6
1.5
Research Hypotheses 6
1.6
Significance of the Study 6
1.7
Scope of the Study 8
1.8 Definition
of Terms 8
CHAPTER TWO: LITERATURE
REVIEW 10
2.1
Concept of training and professionalism 10
2.2
The Concept of Human Resources Management 14
2.3
Importance of Human Resources Management 16
2.4
Types of Training and Teacher Development Techniques 18
2.5
The assumed outcomes of Training and Teacher Development
(Changes in
skill, attitude and knowledge) 20
2.6
Staff Development and their Productivity 31
CHAPTER THREE: RESEARCH
METHODOLOGY 35
3.1 Research
Design 35
3.2 Population
of the Study 35
3.3 Sample
and Sampling Technique 37
3.4 Instrument
for Data Collection 40
3.5 Validity
of the Instrument 40
3.6 Reliability
of the Instrument 40
3.6
Administration
of the Instrument 41
3.7
Method
of Data Analysis 41
CHAPTER FOUR: DATA
ANALYSIS AND PRESENTATION OF RESULTS 42
4.1 Introduction
42
4.2 Descriptive Analyses of Teachers’
Biographic Data 42
4.3 Analyses of the Research Questions 46
4.4 Test of Hypotheses 51
4.5 Summary of Findings 54
CHAPTER FIVE: SUMMARY,
DISCUSSION OF FINDINGS,
CONCLUSION AND RECOMMENDATIONS 55
5.1
Introduction 55
5.2
Summary of the Study 55
5.3
Discussion of Findings 57
5.4
Implication of Findings 60
5.5
Conclusion 61
5.6
Recommendations 62
References 65
Appendix 69
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
Training has been defined as “an organised procedure
by which people learn knowledge and or skills for a definite purpose”. It is a
process for equipping the employee particularly the non-management employee
with specific skills e.g. technical skills like plumbing, electrical wiring,
repairing, artistic skills, clerical and typing skills that would enable them
to improve on their performances and overall efficiency (Banjoko, 2001).
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
employees 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.
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).
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). According to Nkemakolam (2005), a close look at the Nigerian
schools, especially the public schools, one would find out that there exists a
shortage of technical teachers in many primary and secondary schools. This is
largely due to lack of job satisfaction as a result of poor conditions of
service, lack of motivation, ineffectiveness on the job due to non-further
training etc. In any case, this affects students’ academic performance.
Onuoha and Uzodinma (2000), state
that once an organization has employed those it considered qualified, suitable
and competent to perform those jobs for which they were hired, it must embark
on an effective training and development programme that is necessary to enhance
the productive capabilities of the newly hired employees, while it also embarks
on training and retratining the old workers or employees in order to maximize
their productivity.
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.
1.2
Statement of the Problem
Training is very essential in the
creation of high productivity of staff, especially teachers in the school
system. When teachers are not trained, it brings about emptiness in teaching
and learning process. Non-trained teachers in the school are not only cheats,
they are not helping the school system to grow and develop. People who teach in
the school without having the required qualifications, are the causes of low
standard of education and low students’ academic performance (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 teachers therefore, lack the
skills and the capabilities to achieve the goods in teaching and learning
process. It is this belief that the researcher is motivated to find out the
extent to which training influence teachers development and their job
performance in secondary school.
1.3
Purpose of the Study
The main purpose of the study is to
examine the teachers’ training and work performance in selected secondary
schools in Mainland Local Government Area of Lagos State.
Other objectives of the study
include:
(1)
To
find out what types of training programmes are available for teachers in
schools
(2)
To
evaluate the training needs of teachers in the school.
(3)
To
differentiate the productivity of male and female teachers in the school.
(4)
To
find out whether there is a relationship between training of teachers and
academic performance of students in the school.
1.4
Research Questions
The following research questions will
be raised in this study:
1.
What
types of training programmes are available for secondary teachers in Lagos State?
2.
Why
do teachers need to be trained?
3.
Will
there be any relationship between training of teachers and academic performance
of students in the school?
1.5
Research Hypotheses
The following hypotheses will be
formulated and tested in this study:
1. There
is no significant relationship between quality training of teachers in terms of
writing and effective assessment.
2. There
is no significant relationship between training methodology and teachers
effective in classroom management
3. There
is no significant relationship between teachers’ training and students’
excellent performance
1.6
Significance of the Study
This study will be beneficial to the
following individuals in many ways:
1.
Principals: This study will help managers of the
school system, 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.
2.
Teachers: They will benefit from this study
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 promote high productivity.
3.
Parents: 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.
1.7
Scope of the Study
This study will cover the examination
of the staff training and development of school personnel in selected secondary
schools in Mainland Local Government Area of Lagos State.
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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