ABSTRACT
The study sought to identify the relationship between human resource development strategies and secondary school teachers’ work performance in Cross Rivers state Nigeria. The study adopted correlational research design. The study had 5 purposes which are to identify the extent conference training strategy; seminar training strategy; workshop training strategy; in-house training strategy and in-service training strategy relates with teachers work performance. In line with these purposes 5 research questions and 5 hypotheses were answered and tested respectively. The population of the study was 3,691, comprising of 3445 teachers and 246 principals. Total sample size of 360 (300 teachers and 60 principals) was estimated using Taro-Yameni formula while stratified proportionate sampling technique was adopted to distribute the sample across the study area. two sets of questionnaires on human resource development strategies and teachers work performance respectively were the instruments used for data collection. The first part of the instruments dealt with the respondents’ personal characteristics, while the second part dealt with the actual research question. The instrument was also structured in four point rating scales. The first instrument on human resource development had 30 items, while the second on teachers work performance had 24 items. The instruments were validated by three validates, two in Educational Administration and Planning and one in Measurement and Evaluation, Cronbach alpha reliability coefficient of .78 and .71 for the first and second questionnaire respectively were obtained. Data was collected by the researcher with the help of four research assistants. Data was analyzed using mean and standard deviation while Pearson Product Moment (PPM) was used to test the hypothesis at .05 level of significance. A cut off of 2.50 was established for mean, while any hypothesis with a correlation of .40 and above was accepted otherwise rejected. Based on the result of the analysis, it was found that, there are three ways conference training relates with teachers performances; there are four ways seminar training relates with teachers work performance; there are three ways workshop training relates with teachers work performance; there are three ways in-house training relates with teachers work performance and there are three ways in-service training relates with teachers work performance. It was also found from the hypothesis tested that there are significant positive correlation between all the human resource development strategies and teachers work performance. Among the recommendations made was that the state government, under her ministry of education should organize human resource development programmes for teachers regularly because of the impact it has on teachers work performance.
TABLE OF CONTENTS
Title page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of contents vii
List of tables viii
Abstract ix
CHAPTER 1: INTRODUCTION
1.1 Background
to the Study 1
1.2 Statement
of the Problem 9
1.3 Purpose
of the Study 10
1.4 Significance
of the Study 10
1.5 Research
Questions 11
1.6 Hypotheses
12
1.7 Scope
of the Study 13
CHAPTER 2: REVIEW
OF RELATED LITERATURE
2.1 Conceptual
Frame Work 13
2.1.1 Human
resource development strategies 14
2.1.2 Teachers work performance 14
2.1.3 Training 15
2.1.4 Conference
training and teachers’ work performance 16
2.1.5 Seminar
training and teachers’ work performance 17
2.1.6 Workshop
training and teachers’ work performance 18
2.1.7 In-house
training and teachers’ work performance 22
2.1.8 In-service
training and teachers’ work performance 25
2.2
Theoretical Framework 29
2.2.1 Theory
X and Theory Y by M C Gregor 29
2.2.2 Scientific management theory by Frederick Winslow Taylor
(1856-1915) 30
2.3 Empirical
Studies 31
2.4 Summary
of the Literature Review 34
CHAPTER 3: METHODOLOGY
3.1 Design
of the Study 35
3.2 Area
of the Study 35
3.3 Population
of the Study 36
3.4 Sample
and Sampling Techniques 37
3.5 Instrument
for Data Collection 37
3.6 Validation
of the Instrument 38
3.7 Reliability
of the Instrument 38
3.8 Method
of Data Collection 39
3.9 Method
of Data Analysis 39
CHAPTER
4: RESULTS AND DISCUSSION
4.1 Results 40
4.2
Findings of the Study 49
4.3 Discussion of
the Findings 50
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.2
Summary 53
5.3
Conclusion 54
5.4
Recommendations 55
5.5
Educational implication
of the study 56
5.6
Limitations of the Study 56
5.7
Suggestions for Further
Study 57
REFERENCES 58
APPENDICES 63
LIST OF TABLES
1: Correlation
Matrix of Relationship between Conference
training and teachers work
performance 40
2: Regression
Analysis of Relationship between Conference
training
and teachers work performance 41
3: Correlation
Matrix of Relationship between Seminar
training strategy and Corporate Social
Responsibilities 42
4: Regression
Analysis of Relationship between Seminar
training
and teachers’ work performance 43
5: Correlation
Matrix of Relationship between workshop
training
and teachers’ work performance 44
6: Regression
Analysis of Relationship between Workshop
training
and teachers’ work performance 45
7: Correlation
Matrix of Relationship between in-house
training
and teachers’ work performance 46
8: Regression
Analysis of Relationship between In-house
training
and teachers’ work performance 47
9: Correlation
Matrix of Relationship between In-service training
and
teachers’ work performance 48
10: Regression
Analysis of Relationship between In-service
training and teachers’ work performance 49
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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