Abstract
This study assessed and investigated staff
training and teachers’ productivity in five selected Junior and Senior
Secondary school in Bariga Local Local Government Areas of Lagos State. The
study employed a descriptive survey research design. An instrument titled:
Staff Training and Teachers’ Productivity (STTP) was used to collect relevant
data for the study. The five secondary schools involved were selected based on
simple random sampling technique and the statistical tools employed to analyse
the data collected were percentages, means scores while t-test statistical tool
was used for hypothesis one and Pearson Product Moment Correlational
Coefficient was used for hypothesis two and three respectively at 0.05 level of
significance.
200 sample sizes
were used for the study. Three research
questions and three research hypotheses were designed and formulated for the
purpose of the study. The survey results revealed that there was a significant
effect of training on teachers’ productivity in the school sector.
Recommendations were made at the end of the study
TABLE OF CONTENTS
Pages
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of Contents vi
CHAPTER ONE: INTRODUCTION
1.1
Background
of 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 7
1.8
Definition
of Terms 7
CHAPTER TWO: LITERATURE REVIEW
2.1
Concept of
training and professionalism 9
2.2
Strategies
involved in effective classroom management 12
2.3
The Concept of
Human Resources Management 20
2.4
Importance of
Human Resources Management 21
2.5
Staff Development
and Job Effectiveness 23
2.6
Staff and
Pupil/Students Personnel Administration 26
2.7
Teachers’ Training and Students' Performance 28
2.8
In-Service
Training for Teachers and Job Performance 46
CHAPTER THREE: RESEARCH METHODOLOGY
3.0
Introduction 48
3.1 Research Design 48
3.2
Population of the
Study 48
3.3
Sample and
Sampling Technique 48
3.4
Research
Instrument 49
3.5
Procedure for
Data Collection 49
3.6
Procedure for
Data Analysis 49
CHAPTER FOUR: DATA
ANALYSIS AND PRESENTATION OF RESULTS
4.1 Introduction
50
4.2 Descriptive Analyses of Teachers’ Biographic Data Based on Age, 50
Sex, Marital
Status and Duration of Service
4.3 Descriptive Analyses of Teachers’ Responses to Questionnaire 52
Using the Research Questions
4.4 Summary of Findings 56
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1
Introduction 59
5.2
Summary of the
Study 59
5.3
Conclusions 60
5.4
Recommendations 60
REFERENCES 62
APPENDIX 65
CHAPTER ONE
INTRODUCTION
1.1
Background of Study
The need for improved productivity has become
universally accepted and that it depends on efficient and effective training is
not less apparent. It further becomes necessary in view of advancement in
modern world to invest in training. Thus the role played by staff training and
development can no longer be over-emphasized (Ojo, 2009).
With the rapid
global workforce changes, staff development programs have been fully recognized
as a dream in enhancing job performance. It is imperative therefore, that to achieve
institutional performance and enhance credibility, institutions should
emphasize the effective acquisition and utilization of their human resources by
investing in them through training on their jobs. (Sebuwufu, 2004).
Training is a
systematic development of knowledge, skills and attitudes required by employees
to perform adequately on a given tasks or job. New entrants into organizations
have various skills, though not all are relevant to organizational needs.
Training and development are required for its staff to enable them work towards
taking the organization to its expected destination. Staff training and
development are based on the premise that staff skills need to be improved for
organizations to grow.
Gardner (1993)
defines training as an organized procedure by which people learn knowledge and
or skills for a definite purpose. It is a process for equipping employees,
particularly the non-managerial employees. Training would enable employees to
improve on their performances and when they improve on their performances, it
will bring about high and increased productivity in an organisation or an
institution
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 employee’s 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.
According to
Uzorue (1994), the objective of training and retraining teachers in the school
sector is majorly to enable them to perform their work well in the school and
bring about high work performance of the teachers and high academic achievement
of the students. Uzorue opines that the teacher’s job is a tedious one, which
requires skills and proficiency to carry out effectively. Therefore, training
of teachers is a sine qua non in the teaching profession.
According to Nkemakolam (2005), he
stated that 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).
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).
The Teachers’ Establishment and pension
Office (TEPO) was created from the defunct Post-Primary Teaching Service Commission
(PP-TESCOM) by the education sector Reforms laws of year 2005 which also
established the six Education District in Lagos State, it was headed by a Tutor
General/Permanent Secretary under the Administration of the former Governor,
Asiwaju Bola Ahmed Tinubu.
The Reform Law was to provide the
enhancement of career of teachers in Post Primary Teaching service,
decentralization for effective management of Post Primary school system in the
state.
Recently, The Teachers’ Establishment
and pension Office (TEPO) organized an 8-days seminar on “Effective use of ICT
across the School Curriculun” facilitated by Corona Schools’ Trust Council. The
seminar was aimed at improving teachers’ on adequate and effective use of
modern ICT technology in the classroom.
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.
1.9 Statement of the Problem
Management of
schools has, over time been a contentious issue but more contentious however,
has been the performance of teachers at work.
Unfortunately, some teachers do not perform to the expected standards
and neither do they seem to address the needs of students. Their performance is
still less satisfactory than the expected standards and consequences have been
predictable as there are rising concerns over poor coverage of term curriculum
and course content, delayed examination results and missing marks, poor
assessment of examinations, poor teacher-student interaction, deteriorating
academic performance and reduced levels of research (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
inexperienced teachers therefore, lack the skills and the capabilities to
achieve the goods in teaching and learning process. This unsatisfactory
performance of inexperienced teachers has in turn posed a threat on the quality
of education offered by the schools and service delivery. It is this belief
that the researcher is motivated to find out the influence of staff development
and training on teacher’s productivity in secondary schools.
1.3
Purpose of the Study
The main purpose of the study is to
examine the influence of staff development and training on teachers’
productivity in secondary schools in Bariga Local Government Area of Lagos
State.
Other objectives of the study
include:
i.
To
find out what types of training and developmental programmes are available for
teachers in secondary schools.
ii.
To
find out whether training affects teachers’ productivity in the school.
iii.
To
investigate whether there is difference between the productivity of trained
teachers and untrained ones.
iv.
To
differentiate the productivity of male and female teachers in the school.
v.
To
find out whether there is a relationship between training and development of
teachers and academic performance of students in the school.
1.4
Research Questions
The following research questions are
raised in this study:
1.
What
types of training and developmental programmes are available for secondary school
teachers in Lagos State?
2.
Will
training affects teachers’ productivity in the school sector?
3.
Is
there any difference between the productivity of teachers who are trained and
those who are not?
4.
How
can the productivity of male and female teachers be differentiated?
5.
Will
there be any relationship between training and development 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 will be no significant effect of
training on teachers’ productivity in the school sector.
2.
There
will be no significant difference between the productivity of teachers who are
trained and those who are not.
3.
There
will be no significant relationship between training and development of
teachers and academic performance of students in the school.
1.6
Significance of the Study
This study will be beneficial to the
following individuals in many ways:
This study will help Principals of
schools 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.
The study will be beneficial to the
teachers 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 promotes high
productivity. Also, 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 covers all secondary
schools in Bariga Local Government Area of Lagos State. But it is limited to
five (5) schools within the Local Government because it is assumed that the
number is enough to explain the whole Local Government.
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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