ABSTRACT
The study
examined the influence of apprenticeship on the productivity of technical
teachers in selected secondary schools in Lagos State. Specifically, the study
sets out to investigate the influence of staff training programmes on learning
achievement of students and apprenticeship impact on technical teachers’
productivity. Four research questions and three hypotheses were formulated to guide
the investigation. Relevant literatures were reviewed among which are concept
of apprenticeship and development and identifying training needs. A descriptive
research design was adopted for the study and the population were technical
teachers in secondary schools in Mainland Local Education District III area of
Lagos State. Stratified random technique was used to get 120 technical teachers
from six schools in the district. Questionnaire was used for data collection,
which was validated and its reliability ascertained. The data collected were
analysed using t-test method of statistics analysis. The major findings of the
study are: apprenticeship influences technical teachers’ productivity in
secondary schools; differences exists between the productivity of technical
teachers who are exposed to training and those who are not and also that
difference exists between the orientation of experienced teachers as a result
of exposure to training and those inexperienced. The study concluded by
recommending among others that adequate training should be given for all
stakeholders in the educational institutions so as to enable efficient
discharge of duties.
TABLE OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of contents vi
CHAPTER ONE 1
Introduction/Background to the Study 1
Statement of the Problem 4
Purpose of the Study 5
Research Questions 5
Research Hypotheses 6
Significance of the Study 6
Scope of the Study 7
Limitation of the Study 8
Definition of Terms 8
CHAPTER TWO: LITERATURE
REVIEW 10
Introduction 10
Concept of Apprenticeship and Development 12
Relationship between Training and Employee Development 15
Identifying Training Needs 17
Factors that affect the Performance of the Technical Teachers
19
The assumed outcomes of Training and Teacher Development
(Changes in skill, attitude and knowledge) 24
Types of Training and Teacher Development Techniques 25
CHAPTER THREE: RESEARCH
METHODOLOGY 39
Introduction 39
Research Design 39
Population of the Study 40
Sample Size and Sampling Technique 40
Research Instrument 40
Validity of Instrument 40
Reliability of Instrument 41
Procedure for Data Collection 41
Data Analysis Procedure 41
CHAPTER FOUR: Data Analysis and Presentation of Results 42
Introduction 42
Descriptive Analysis of Bio-Data of Respondents 42
Hypotheses Testing 46
Summary of the Finding 50
CHAPTER FIVE: Summary,
Conclusion and Recommendation 51
Introduction 51
Summary of the Study 51
Conclusions 52
Recommendations 53
References 56
Appendix 59
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.
Gardner
(1993), 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.
According
to Adeleke (1990), 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. This is 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 (Adamson, 1994).
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 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 (1996).
Ejiogu
(1985) and Kerllenger (1981) are of the opinion that constant training or
organisation of seminars, workshops and other courses for technical 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). 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 (Gist, 1999).
According
to Ejiogu (1996), for technical 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
No
doubt, staff development, especially the technical teachers, complements the
learning achievement of the students in a given school system. It also
increases the capacity utilization of manpower in an organization. Lack of
apprenticeship or training, result to set back in learning, low productivity
and inefficiency on the job.
In
Nigeria today, both the private and public schools are bedevilled by the poor
or inadequate staff development programmes. For example, the non-training of
staff (the technical and non technical teachers, teaching and non teaching
staff) in our school system, has caused ineffectiveness and unproductiveness of
the technical teachers and often, teachers in general.
In a
school where the staff are not constantly developed through seminars,
workshops, in-house training or in-service training to develop their working
skills, there will be poor teaching and learning process and this will no
doubt, affect students’ learning process.
1.3 Purpose of the
Study
The
objectives of the study among others are:
1. Finding
out whether staff training programmes will influence learning achievement of
students.
2. Finding
out whether apprenticeship will affect the productivity of technical teachers
in the school.
3. Whether
there is a difference between the productivity of staff who are constantly
trained and those who are not.
4. Finding
out whether there is difference between the orientation of staff who are
trained and the untrained ones.
1.4 Research
Questions
The
following questions will be answered in this study:
1. Does
staff training programme enhance students’ academic achievement?
2. Will
apprenticeship affect the productivity of technical teachers in the school?
3. Is
there any difference between the productivity of technical teachers who are
constantly trained and those who are not?
4. Will
there be any difference between the orientation of technical teachers who are
trained and those who are not?
1.4 Research Hypotheses
The
following research hypotheses will be formulated in this study:
1. There
will be no significant influence of apprenticeship on the productivity of
technical teachers.
2. There
will be no significant difference between the productivity of technical
teachers who are exposed to training and those who are not.
3. There
will be no significant difference between orientation of technical teachers who
are constantly trained and those who are not.
1.5 Significance of the
Study
This
study will be of great benefit to the following people:
1. The Technical Teacher: The
teacher will no doubt benefit from the findings and recommendations of this
study, in that, it will help him to be acquainted with the essence of
apprenticeship or the importance of training which helps individuals to be
skillful and productive as well.
2. Students:
Students would benefit from this study because it will enable them to imbibe
the culture of training as a tool for human growth and development, and as a
tool for maximum productivity and effectiveness.
3. The School Authority: With
this study, the school authority will be abreast with the importance of
exposing teachers, especially, the technical ones to training and retraining so
as to avail them the opportunities of being productive and efficient in their
duties.
4. Government: The
government, with the findings, and recommendations of this study, will make
education policies that will help the educational system in Nigeria especially
the training of technical teachers. This will go a long way in making our
greater tomorrows, the youths, technological inclined, especially in this era
of science and technology driven society.
1.6 Scope
of the Study
The
study covers the examination of apprenticeship system and increase in personnel
services of technical teachers in Mainland Local Government Area of Lagos
State.
1.7 Limitation
of the Study
This
study was constrained by finance, time, sourcing of relevant materials and
logistic issues which affected the timely completion of the work.
1.8 Definition
of Terms
Operational
terms were defined in this study thus:
1. Apprentice:
Learner of a trade who has agreed to work for a number of years in return for
being taught.
2. Apprenticeship: A
period of time in which work is learnt.
3. Personnel Staff:
Persons employed in any work especially public undertakings and the armed
forces.
4. Equipment:
Supply a person with something that is needed for a purpose. Collective thing
needed for a purpose.
5. Equilibrium:
State of being balanced; scales on a balance.
6. Environment:
Surroundings, circumstances and influences.
7. Management:
Managing or being managed, skilful treatment, delicate contrivance etc.
8. Technical Teachers:
Teachers who teach or impart technical skills to the learners in order to make
them become technically inclined.
9. Train: Train somebody for
something in order to be somebody or something; the act of giving teaching and
practice to a child, a soldier, an animal in order to bring to a directed
standard of behaviour, efficiency or physical condition.
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