HUMAN RESOURCE DEVELOPMENT STRATEGIES AND PUBLIC SECONDARY SCHOOL TEACHERS’ WORK PERFORMANCE

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Product Code: 00007390

No of Pages: 71

No of Chapters: 1-5

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TABLE OF CONTENTS

 

CHAPTER 1

INTRODUCTION

1.1     Background to the Study

1.2     Statement of the Problem

1.3     Purpose of the Study

1.5     Research Questions

1.6     Hypotheses

1.7     Scope of the Study

 

CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1     Conceptual Framework

2.1.1. Human Resource Development

2.1.2 Human Resource Development Strategies

2.1.2 Teachers Work Performance

2.1.3 Training

2.1.4 Conference Training and Teachers’ Work Performance

2.1.5 Seminar Training and Teachers’ Work Performance

2.1.4 Workshop Training

2.1.5     In-House Training

2.1.6 In-Service Training

2.2     Theoretical Framework

2.2.1. Theory X and Y

2.2.2 Scientific Management Theory

2.3     Empirical Studies

2.4     Summary of Reviewed Related Literature

 

CHAPTER 3

METHODOLOGY

3.1     Design of the Study

3.2     Area of the Study

3.3     Population of the Study

3.4     Sample and Sampling Techniques

3.5     Instrument for Data Collection

3.6     Validation of the Instrument

3.7     Reliability of the Instrument

3.8     Method of Data Collection

3.9     Method of Data Analysis

 

CHAPTER 4

RESULTS AND DISCUSION

4.1     Results

4.2     Summary of the Findings

4.3     Discussion of the Findings

 

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1              Summary

5.2            Conclusion

5.3       Recommendations

5.3            Educational Implications Of The Study

5.4            Limitations Of The Study

5.5            Suggestions For Further Study

References

Appendix1: Letter to Respondents

Appendix II: Topic: Human Resource Development Strategies And Public Secondary School Teachers’ Work Performance Questionnaire

Appendix III: Teachers Work Performance Rating Scale

Appendix 1V: Teachers’ Human Resource Development Reliability Test Result

Appendix V: Teachers Work Performance Reliability Test Result

Appendix VI: Sampling Distribution Table

 

 

 

LIST OFTABLES

Table 1:           Correlation Matrix of Relationship between Conference Training and Teachers work Performance

Table 2:           Regression Analysis of Relationship between Conference training and teachers work performance

Table 3:           Correlation Matrix of Relationship between seminar training strategy and teachers’ work performance

Table 4:           Regression Analysis of Relationship between Seminar training and teachers’ work performance

Table 5:           Correlation Matrix of Relationship between workshop training and teachers’ work performance

Table 6:           Regression Analysis of Relationship between Workshop training and teachers’ work performance

Table 7:           Correlation Matrix of Relationship between in-house training and teachers’ work performance

Table 8:           Regression Analysis of Relationship between In-house training and teachers’ work performance

Table 9:           Correlation Matrix of Relationship between in-service training and teachers’ work performance

Table 10:         Regression Analysis of Relationship between In-service training and teachers’ work performance

 

 

 

 

CHAPTER 1

INTRODUCTION

 

1.1       BACKGROUND TO THE STUDY

Education is very important in the development of a nation in general and of a person in particular. Onyekuru and Josephat (2013) opined that education is important because the transmission of cultural heritage and technological advancement of any nation depends on it. In recognition of the importance of education, every nation including Nigeria earmarks huge budgetary allocations for it yearly (Shantai, 2008). According to Jolles (2005), education is the key to National development and only teachers hold the key to it. Education is so powerful that it can “heal and kill” it can build up or tear apart; it can lift up or impoverish. He however noted that much would depend on the type of education and particularly on the teacher who is the hub of the education process. It is therefore expected that only the intellectually promising, morally stable and qualified are needed in teaching. It is through education that individuals and groups realize their worth and potentials. This is why governments of developing countries of which Nigeria is among, make efforts to provide education for all their citizens, make it more accessible to youths and invest income in their educational system.

The success or failure of any nation depends largely on the quality of its educational system. This in turns depends on the quality of her teachers (Kolawole, 2015) .In Nigeria, the attention paid to teaching at all levels appears to negate the importance of teacher education as a tool for national development. Improving teacher quality is at the forefront of concern among education stakeholders and policy makers. This is because research has consistently shown that teachers are a primary causal driver of student achievement gains and that there are identifiable characteristics of teachers that are predictive of their success in the classroom (Obilade, 1999). Consequently, improving the quality of teacher performance is a viable and important strategy for improving student achievement. Recognition of this strategy led to a minimum certificate requirement for teachers in the classroom which should be a Nigeria Certificate of Education.

The success of education to a large extent depends on the quality of personnel that goes into it. It has been observed recently that people who are recruited into teaching force are of poor quality. Lop-sided recruitment will not produce better performance, Improvement in instructional practices will not occur. The most important single variable for staff development effort is motivation. The existence of low morale in school today has in a sense resulted in a negative driving force to staff development activities in Human resources practices.

A teacher who is not properly trained and retrained cannot be refreshed and updated with new teaching techniques, new techniques of assessing and evaluating students, professional abilities for managing classroom instruction, organization and management, lesson planning and presentation, co-curricular activities, preparation (Garavan, et al, 2005). The teachers in the secondary school system are not sufficiently equipped with the current trends in performing their job (Kolawole, 2015).

The teachers are the pillar of the school system and should possess updated knowledge of doing their job. The situation in secondary schools is different as most teachers do not deliver up to expectations. This is evidenced by the poor performance of the students in external examinations such as the West African School Certificate Examination (WASSCE, 2013).

Report obtained from Cross River State Secondary Education Board revealed that 75% of the students could not credit their subjects. This therefore calls for adoption of proper human resource development strategies to regularly update the teachers to make them more effective in performing their jobs. Re-training and developmental strategies are available to equip teachers as desired.

Resources are paramount in developing quality education. The success or failure of any nation’s educational system depends on the quality and quantity of resources made available to it (Ayoku, 2006). Educational resources are both human and non- human resources meant for achieving educational goals. Human resource is the human-teacher employees that are employed in the secondary schools to improve on instruction on the achievement of educational goals or objectives (Madumere-Obike & Nwabueze, 2012). Human resource development (HRD) is a process of developing and unleashing human expertise through organization development (OD) and personnel training and development (T&D) for the purpose of improving performance. Olaniyan and Ojo (2008) perceived human resource development as an arrangement that is intended to assist the workforce of an organization such as the school, to acquire relevant, desirable and expert knowledge, ideas, skills and competencies that will enable them to perform effectively and efficiently in achieving the goals of that organization. The training and development make them to be of value in life of that organization, and permit them to meet both organizational and individual needs (Oguechuha & Nwabueze, 2013). No education system can rise beyond the quality of the teachers and the teachers must be encouraged to acquire professional competencies for national development.

 When secondary school teachers are developed and trained, the goals of education are easy to be actualized (Oguechuha & Nwabueze, 2013). Hence, it helps to improve on the quality and standard of students' education. Human development strategies are all the approaches, ways and methods that enable teachers' responsibilities to be as effective as possible.

The strategies refer to all activities intended to increase the competence of teaching personnel. Human development strategies are at times employed within and outside the school organization (Nwabueze, 2010). Oguechuha and Nwabueze (2013) asserted that the aim is that teachers are encouraged by equipping them to attain the goals of education, expected of them by the society. For improved teachers' work performance, human development strategies, involves a number of wide ranging activities, all of which are with the purpose of transforming the teachers and making them perform efficiently at work. Human development strategies are used without so much consideration of the initial certification the teacher possesses.

Those human resource development strategies capable of improving teachers work performance according to Shantai (2008) include conference training, workshop training, seminar training, in-house training and in-service training. Conference training is a formal coming together of people for the presentation of papers on research findings, exchange of views, opinions, ideas, information and general discussions (Fazalur et al, 2011).

As a training and development strategy, conference involves presentation by more than one person to a wide audience. The objectives of teachers' participation in conference according to Akpan (2007), include but not limited to bringing teachers together for mutual and professional growth, modeling and engaging teaching methods and research? based practices that increase students' success such as collaborative learning strategies, critical thinking, growth mindset, and explicit direct instruction, encourage ongoing collaboration between teachers.

This means high level of correlation between conference training and teacher work performance as they learn new and improved teaching techniques and skills after participating in conference trainings. More so, seminar training has significant influence on teachers work performance. Seminar trainings are participations in scheduled meetings, normally in small groups, where one receives information on training in a particular subject (Armstrong, 2000). During these meetings, the teachers are exposed to various teaching methods, techniques and skills that could improve on their work performance.

This proves the fact that seminar training has direct relationship with teachers' work performance.

Furthermore, workshop training is the active involvement of teachers in organized gatherings for brief intensive courses, usually for one to three days or more, with emphasis on problem solving, demonstrations and practical involvement of the participants (Uche, 2008). Attending workshop helps teachers learn from professional colleagues from other places thereby updating them with the latest trends in teaching, classroom instruction, continuous assessment and general evaluation of the students. Therefore, workshop training can be said to have a direct link to teachers work performance. In-house training strategy also correlates positively with teachers work performance as teachers tend to perform better after participation in in-house training (Fazalur et al, 2011).

In-house training programme is designed for staff within a particular organization with the aim of providing useful information about management and needs to remove performance deficiencies from staff (Armstrong, 2000). Training will also require employees to be away from their posts while they learn. In order to ensure a sustainable system of training, it is essential that the in-house training includes a system of rewarding teachers as a motivating factor. Lastly, in-service training is another human resource development strategy that influences teachers work performance. It is carried out while actually working at a job. Uche (2008) stressed that to facilitate and maximize the use of discovered new skills of teaching, teachers should undergo in-service training.

To achieve education that will persist can only be possible through teachers' frequent participation in in-service training. The above assertion points to the fact that in-service training is of paramount important if teachers' work performance must be improved. More so, human resource development strategies are used in the programs designed for teachers' improvement.

According to Madumere-Obike and Nwabueze (2012), teaching takes place when a specific lesson is given to the learners. It is an act of helping the learner's to solve individual and societal problems (Madumere-Obike & Nwabueze 2012). It is the planned process of bringing about positive changes in the learners (Obanya, 2008). Teaching in the opinion of Nzeneri (2006) impart skills or knowledge or information or ability and attitude or culture from the instructor to the learner. Teaching therefore is a process of transmitting what is worthwhile to those who become committed to it (Naugle et al, 2000). Hence effective teaching promotes learning and expands educational access. Effective teaching involves ability to apply research findings to classroom practice. It also combines human relations, skills, judgment, intuition knowledge of subject matter (Garavan et al, 2005). Effective teaching is the imparting of knowledge with relevant subject matter, adequate pedagogy, improvement of students learning and accomplishment of overall goal of educational institution. Developed teachers are those with a good command of their subject matter and a solid core of teaching skills.

Also a teacher with flexible and conceptual understanding of subject matter is indispensable (Oguechuha & Nwabueze, 2013). This includes a lot more than just facts, terms and general concept. It also includes knowledge about instructional strategies, goal setting and planning, classroom management, motivation, communication, working with diverse students, and technology (Nwabueze, 2010). A well-developed teacher, develops identity, seek advice from experienced teachers, maintain their own learning and build up good resources and supports. Therefore learning is a self or personal development acquired through the act of teaching. It includes the development of one's mind and accumulation of concepts, knowledge, ideas, skills and attitudes necessary for solving situational problems through active participation in educational activities (Naugle et al, 2000). Human resource development helps in the achievement of organizational objectives.

It can also be seen as a process of developing human capital in the educational sector for the achievement of the objectives of the sector (Kolawole, 2015). It is achieved through team work or group work. It is aimed at providing the teacher-employee with more training and re-training and development opportunities. Kolawole (2015) further explained that human resource development focuses on effectiveness, culture, productivity and employees participation in achieving the objectives or goals in the education industry.

Human resource development is the integration of individual, career and organization development roles, maximum productivity, quality opportunity and fulfillment of organizations' members as they work to accomplish the goals of the organization (Nzeneri, 2006). Human resource developmental strategies such as conference training, seminar training, workshop training, in-house training and in-service training are necessary for optimum work performance of teachers (Harrison, 2005).

In this study, human resource development is the conscious efforts of employers to constantly train and retrain teachers for efficient performance in the education sector or industry. Teachers work performance refers to the manner in which teachers carry out their official routine duties in schools with emphasis on classroom instruction, continuous assessment and evaluation of students and maintenance of school discipline. It is the maximal use of their aptitudes, intelligence and imaginations (Egbezor, 2001).

It is imperative to note that human resource development strategies are necessary for enhancement of teachers work performance. Such human resource development strategies include conference, seminar, workshop, in-service training, and in-house training. Olaniya and Ojo (2008) submitted that physical, social, intellectual and mental training are highly essential in the facilitation, productivity and development of organizational personnel.

In Cross River State, the persistent high failure in external examinations by the students as evidenced by the earlier mention WAEC report calls for urgent intervention by researchers in educational administration. Different empirical reports have focused this blame on inability of the teachers to deliver up to expectation in their work. The teachers however seems to be handicapped as most of them operate based on their school training which may been outdated. The government and other education stakeholders who ought to have made arrangement for teachers to regularly participate in any of the human resource development strategies may not be ignorant of the relationship or impact on teachers work performance.

Several researches were carried out to ascertain the various human resource development strategies being adopted by government through her ministry of education to improve teachers work performance. But none have focused on accessing the impact or relationship that exists between the various human resource development strategies and secondary school teachers work most important components of educational system is the teacher. It is therefore pertinent for teachers to be exposed to those human resource development strategies and their relevance in improving their work performance. This study however sought to examine the link between human resources development and teacher work performance.


1.2 STATEMENT OF THE PROBLEM

A vital tool for improving the work performance of teachers in all institutions of learning including public secondary schools is human resource development. The educational system of every country pays keen attention to continually equip their teachers to equate with their counterparts globally. For instance, annually through her ministry of education put up measures to update teachers with the various skills required to improve in their job by organizing conferences, seminars, workshops, in-house, in-service training, etc for their teachers to attend. These measures are being put in place due to the quest to bridge the gap between the products of Nigeria educational system and that of other countries coupled with the fact that researches in other parts of the country have shown a strong positive development and teachers work performance.

It has however been observed that in Nigeria poor quality of teachers are recruited and this has led to low performance of students in public examination (Nakpodia, 2008). Furthermore, Udofot (2005) argued that the falling standards in education can be attributed to the use of teachers who are unqualified for instructional purpose. Recruitment of teachers is majorly based on political affiliation. This does not allow for fairness and merit.  

However, several programs and policies have been mapped out by the State government through her ministry of education to improve teachers' quality but none has been done to ascertain the impact being created through these human resource development policies and programmes organized by the State government.

Government has actually put up measures to improve teachers work performance but have not actually evaluated how these measures relate with teachers work performance. This is the research gap. The problem of this study was therefore to investigate how the various human resource development strategies relate with teachers' work performance.


1.3 PURPOSE OF THE STUDY

The purpose of this study was to investigate human resource development strategies and secondary school teachers' work performance. Specifically, the study sought to determine:

1. The extent conference training strategy relates with teachers' work performance

 2. The extent seminar training strategy relates with teachers work performance

3. The extent workshop training strategy relates with teachers' work performance

 4. The extent in-house training strategy relates with teachers' work performance

5. The extent in-service training strategy relates with teachers' work performance


1.4 SIGNIFICANCE OF THE STUDY

The findings of this study if implemented will benefit the government, educational administrators, principals, teachers and students. Government shall through acquisition of appropriate information and data that relate to human resource development programmes in schools. Such knowledge and data will constitute a veritable guide of action that relate to human resource development by the government.

Government also stand to benefit immensely if teachers are exposed to regular trainings by also granting them study leave with pay for admission into full or part- time studies. The findings of this study will benefit the educational administrators because it would encourage educational administrators in the state secondary education board to grant study leave with pay to teachers who have admission for full-time and part-time studies.

Principals would also be a beneficiary of this study, because it would motivate the principals to frequently organize in-house talent training for their teachers in form of demonstration classes by in-service resource persons. Principals will have less work to do if frequent training programs are organized for teachers. As such training will put the teachers in a better perspective of knowing how to go about their legitimate duties without waiting for their principals' directives.

The findings of this study will be of immense benefit to teachers. This is because it would create awareness in teachers that participation in human resource development programmes bring about improvement in their work performance. Teachers' participation in human resource programmes will no doubt bring about immense benefit as they are trained and re-trained and the knowledge and idea gotten after the training can lead to improvement in the discharge of their duties Students also stand to gain and acquire basic and rudimentary knowledge from the fresh idea and knowledge that may be gotten from their re-trained teachers. Hence, students are at the receiving end of the updated knowledge of the trained teachers.

 

1.5 RESEARCH QUESTIONS

 The following research questions were answered.

1. To what extent does conference training strategy relates to teachers' work performance?

2. To what extent does seminar training strategy relates to teachers' work performance?

3. To what extent does workshop training strategy relates to teachers' work performance?

 4. To what extent does in-house training strategy relates to teachers' work performance?

 5. To what extent does in-service training strategy relates to teachers' work performance?

 

1.6 HYPOTHESES

The following hypotheses were tested at 0.05 significance level.

1. Conference training strategy does not relate to teachers' work performance.

2. Seminar training strategy does not relate to teachers' work performance.

3. Workshop training strategy does not relate to teachers' work performance.

4. In-house training strategy dos not relate to teachers' work performance.

5. In-service training strategy does not relate to teachers' work performance.


1.7 SCOPE OF THE STUDY

The study was delimited to Human Resource Development Strategies and public Secondary School Teachers' work Performance in Cross River State, Nigeria.

The sub-variables of the study were conference training strategy, seminar training strategy, workshop training strategy, in-house training strategy and in-service training strategy. 

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