TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
Background
of the Study
Statement
of the Problem
Purpose
of the study
Research
Questions
Research
Hypotheses
Main
Hypothesis
Operation
Hypotheses
Scope
and limitation of the study
Significant
of the Study
Operational
Definition of Terms
CHAPTER TWO
REVIEW OF RELATED
LITERATURE
Needs
for Teacher’s Development Programmes
Importance
of Teachers’ Development Programme
Phases
of Teachers’ Development Programme
Critical
For Teacher Development Programme
Concept
and Nature of School Effectiveness
Teacher
Development Programme and Capacity Building
Factors
Influencing Teachers Effectiveness and Quality Assurance
Teachers
Development Programme and School Effectiveness
Teachers
Development Programme
Appraisal
of Literature Review
CHAPTER THREE
RESEARCH METHOD
Research
Design
Population,
Sample and Sampling Techniques
Instrumentation
Validation
Reliability
Procedure
for Data Collection
Method
of Data Analysis
CHAPTER FOUR
PRESENTATION, ANALYSIS
AND INTERPRETATION OF DATA
Operational
Hypotheses
CHAPTER FIVE
SUMMARY, CONCLUSION AND
RECOMMENDATION
Summary
of finding
Conclusion
Recommendation
Reference
Appendix:
Questionnaire
CHAPTER
ONE
INTRODUCTION
Background of the Study
School
effectiveness depends to a great extent on the personnel’s expertise and
productivity couple with motivation strategies put in place by the government.
According to Bayo (2001) the attainability of the educational goal is a product
of interplay factors of the school and the teachers. In this regard,
Development Programmes occupy a central place in a result oriented educational
institution. Teaching services reforms indicated that emphasis has been placed
on the Development programme of teachers (Bayo 2001). This constitutes a
significant factor in the school setting drive toward teaching (Yusuf, 2002).
Similarly a substantial amount of fund is supposed to be voted for Teachers’
development programme in the annual budget of educational system. To this end,
teachers of different cadres will be opportuned to improve their proficiency
through short or long term courses. Adeboye (2000) argued that in the federal
or state education system, development programm personnel receive adequate
attention of the Ministries or Parastatals with a view to inject necessary
skills and knowledge prerequisite to meet the growing challenges at all times.
Brown
(2000) and Ogunshola (2002) opined that teaching is dynamic and involve a lot
of changes that required a well enlightened, knowledgeable skillful tactful,
innovative and dynamic personnel. According to them, viable and result oriented
teaching services must acknowledge: the essence of development programme and
re-development programme of the teachers. It was thus emphasized that,
development programmes is the “engine room” of any dynamic, effective and
result oriented educational sector, stressing the importance of training and
retraining of personnel in the public service, Adeoye (2002) posited that the
amount spent on Teacher’s Development Programme is never a waste but necessary
input for optimum productivity.
Teaching,
like other service is a dynamic activity and a professionalized duty that
requires constant and periodic exposure to current innovations in educating the
young. According to Fafunwa (2002), teaching is a noble job that must be
carried out by intelligent, knowledgeable, skillful, and dedicated personnel,
to achieve ethical and moral transformation of Nigeria society. He stressed
further that, what the teachers require for these transformations are adequate
exposure to refresher courses that will enable them function effectively in
this era of globalization. In this regard, priority is given to teachers
development programme. Today, teachers benefit maximally from development
programme facilities provided in the budget. Substantial numbers of secondary
school teachers in Kwara State are not sponsored to attend different
development programm e. g seminars, workshops, conferences, in- service courses
ranging from three months to three years.
Teacher
development programme is a process not an event. That involves change over time
and is achieved in stages. The stages are related to teachers’ experience
gained in instructional and management practice over their career. The stages
are also related to the degree of service and support a country’s level of
economic and political development allows it to provide.
Effective
implementation of any programme, especially that of improving the performance
of teachers, no doubt depends largely on continuous development and update of
teachers’ knowledge. However, the broad goals of secondary education in Nigeria
as stated by the federal government of Nigeria (2004) in the National policy on
education are to prepare the individual for useful living within the society
and for higher education. To achieve these goals therefore, some personnel,
especially teachers, are required. This is because the success or otherwise of
secondary education depends very much on the quality and caliber of the
teachers. To achieve sustainable development in education, there should be an
opportunity created for teachers to improve on the existing methods of teaching
and learning by providing innovations that can be useful to the entire school
system. Continous teachers’ development programme is required because the
knowledge and skills that teachers acquired during their initial training are
unlikely to last them through their entire career (Fafunwa 2002).
In
recent years, a variety of teachers’ development programme have been fashioned
out to upgrade the serving teachers in secondary schools. Some agencies such as
ministry of education, Teaching service commission, state universal basic
education Board and SUBEB, professional organizations, organized workshop,
seminars, conference and computer training for practicing teachers. Many
teachers across the country have seized this opportunity to embark on teachers’
development programmes to acquire more experiences and upgrade their teaching
qualifications. During the development programme there were exchange of ideas
among the teachers in which they acquire authentic learning experience which
according to lave and Blenger (2001) allow students to genuinely engage in
processes which can lead to meaningful and long lasting learning for
sustainability. It was against these background that the researcher intends to
investigate teachers development and school effectiveness in senior secondary
schools in Kwara State.
Statement of the Problem
The
issue of teachers’ development programme in Nigeria has been of much concerned
to all and sundry. The problem is so much that it has resulted to decline in
educational standard and school effectiveness.
Teaching
is a complex and demanding task that requires highly specialized and
knowledgeable persons to impact significantly on student learning. It is a
dynamic profession and as new knowledge about teaching and learning emerges,
new types of expertise are required by educationist. It is however, a general
belief of the educationists, philosophers, psychologists and school
administrators that teachers’ development programmes are factors for school
effectiveness, competence and students performance in the classroom.
Human
resources development in education are the students teaching staff, non-teacher
staff, bursar, libarian, laboratory, attendants, clerks, messenger, mail
runners, gatekeepers, gardeners and cooks as well as educational planners
a administrators (Ebong, 1999). It can
be resources cannot be effective without the involvement of education, because
education bring about a globalised trend that produces a demonstrable effect
which can lead to economic success.
The
study investigated teacher development programmes and school effectiveness in Ilorin West Local Government Area, kwara
state it is this gap the researcher intended to fill, through, many researchers
or have studied on human development such as (Bello, 2018) human resource
development. A panacea for goal achievement in local government education
authorizes in kwara state, (Adedeji (2010) teacher demand supply and training
in senior secondary school Safara state, non of these this research as studied
teacher develop in relation to school effectiveness it is this gap research
intended to fill.
Purpose of the study
The
purpose of this investigate teacher development programmes and school
effectiveness in senior secondary school in kwara state especially the purposes
are to:
1.
Examine influence of
conference training for teacher on school effectiveness in Senior Secondary School in Ilorin West
Local Government Area, Kwara State.
2.
Determine the excess
training workshop for teachers on school effectiveness in Senior Secondary
School in Ilorin West Local Government Area, Kwara State.
3.
Find out level of study
leave for teachers on school effectiveness in Senior Secondary School in Ilorin
West Local Government Area, Kwara State.
4.
Investigate infleune of
seminar organize for teacher on the school effectiveness in Senior Secondary
School in Ilorin West Local Government Area, Kwara State
Research Questions
i.
What is influence of
conference organization for teachers on school effectiveness in Senior
Secondary School in Ilorin West Local Government Area, Kwara State?
ii.
How does training
workshop influence teachers on school effectiveness in Senior Secondary School
in Ilorin West Local Government Area, Kwara State?
iii.
What is the level of
study leave organize for teacher on school effectiveness in Senior Secondary
School in Ilorin West Local Government Area, Kwara State?
iv.
How does seminar
influence teachers on school effectiveness in Senior Secondary School in Ilorin
West Local Government Area, Kwara State?
Research Hypotheses
The
researcher formulated and tested one main hypothesis and four operational
hypotheses in the study:
Main Hypothesis
HO:
There is no significant relationship
between teacher development programmes and school effectiveness in Senior
Secondary School in Ilorin West Local Government Area, Kwara State.
Operation Hypotheses
HO1:
There is no significant relationship
between training conference for teachers and school effectiveness in Senior
Secondary School in Ilorin West Local Government Area, Kwara State?
HO2:
There is no significant relationship
between training workshop for teachers and school effectiveness in Senior
Secondary School in Ilorin West Local Government Area, Kwara State
HO3
There
is no significant relationship between on the level of study leave for teachers
on school effectiveness in Senior Secondary School in Ilorin West Local
Government Area, Kwara State?
HO4
There is no significant relationship
between seminar training organize for teachers and school effectiveness in
Senior Secondary School in Ilorin West Local Government Area, Kwara State?
Scope and limitation of
the study
The
study is meant to investigate teachers development programme and school
effectiveness in senior secondary schools in Kwara state. The study would
however be limited to 20 senior secondary schools in Kwara State. All the
senior secondary school in kwara state are 340, Ilorin South 21, Ilorin East
29, Ilorin West 28, Asa 16, Baruten 17, Edu 20, Ekiti 15, Ifelodun 44, Irepodun
40, Isin 17, Kaiama 8, Moro 22, Offa 14, Oke-Ero 14, Oyun 20, Patigi 15.
Significant of the Study
The
finding in this study would be of immense benefits to educational planners,
policy makers, school managers, principals and researchers. It equally thrown
more light on the benefits of teachers’ development programme to the government
so as to determine the worthiness of granting the teachers the opportunity to
undergo further training and development programmes.
School
proprietors would also benefit from the findings of the study. This is because
it would sensitize them to see the need for development programme of their
teachers with a view to promote their effectiveness and effective service
delivery.
The
findings would assist the school principals to be in a better disposition to
recommend teacher for leave of studies to allow them to undergo development
programmes like: seminars, workshops and conferences to enhance quality of
their teaching. It would equally serve as a basis for further studies to other
researchers who may want to investigate on the relationship between Teachers’
development programme and school effectiveness in Nigeria.
Operational Definition of
Terms
The
following terms were operationally define as used in the study:
·
Teachers: A
professionally trained person that transmits knowledge, skill, value and
attitude needed by the students.
·
Teachers Development
Programme: A short or long term courses undergone by practicing teachers such
as seminars, workshop and conferences or training to upgrade their knowledge
and ensure effective service delivery.
·
Schools: This refers to a
formal academic environment or an institution design for the transmission of
knowledge, skill and value under the direction of teachers.
·
School Effectiveness:
This is the ability or propensity of a school, institution to improve students,
pupils abilities, academically which can be translated into a higher quality
and standard in the overall academic performance.
·
Managerial skill: This
refers to the ability of the teacher to control the class effectively in order
to promote learning.
·
Mastery of the subject:
This refers to the ability of the teacher to be adequately informed of his/her
subject.
·
Method of Teaching: This
refers to ways and manners employed by the teachers to impact knowledge, skill
or bring about behavioural changes in students.
·
Senior Secondary Schools:
This is an educational institution that provides secondary education where the
final stage of schooling take place within a specified age usually range
between the age of 18.
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