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STAFF
TRAINING AND DEVELOPMENT OF SCHOOL PERSONNEL
ABSTRACT
The study
examined staff training and teachers’ productivity in selected secondary
schools in Mainland Local Government Area of Lagos State. The descriptive
research survey was used in order to assess the opinions of the selected
respondents using the questionnaire and the sampling techniques. A total of one
hundred and fifty respondents were selected comprising 75 males and 75 females
and used in the study to represent the entire population of the study. Three
null hypotheses were formulated and tested using the Pearson Product Moment
Correlational Coefficient statistical tools at 0.05 level of significance. At
the end of the analyses, the following results emerged: ICT based training
programmes, training on teaching methodology, Classroom management, items and
test writing are some of the training programmes that are available for
secondary school teachers; Teachers need to be trained because training
promotes the acquisition of skills and knowledge or attitudes that are required
to meet organizational and individual goals; teachers have positive perceptions
towards continuing training in the service; there is a significant relationship
between quality training of teachers in terms of writing and effective
assessment, there is a significant relationship between training methodology
and teachers effective in classroom management, and there is a significant
relationship between teachers’ training and students’ excellent performance. On
the basis of the findings, relevant recommendations were drawn for the study.
CHAPTER ONE
INTRODUCTION
1.1Background
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 (Banjoko, 2001).
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 employees
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.
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).
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). According to Nkemakolam (2005), 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.
Onuoha and
Uzodinma (2000), state that once an organization has employed those it
considered qualified, suitable and competent to perform those jobs for which
they were hired, it must embark on an effective training and development
programme that is necessary to enhance the productive capabilities of the newly
hired employees, while it also embarks on training and retratining the old
workers or employees in order to maximize their productivity.
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.
1.2Statement
of the Problem
Training is
very essential in the creation of high productivity of staff, especially
teachers in the school system. When teachers are not trained, it brings about
emptiness in teaching and learning process. Non-trained teachers in the school
are not only cheats, they are not helping the school system to grow and
develop. People who teach in the school without having the required
qualifications, are the causes of low standard of education and low students’
academic performance (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
teachers therefore, lack the skills and the capabilities to achieve the goods
in teaching and learning process. It is this belief that the researcher is
motivated to find out the extent to which training influence teachers development
and their job performance in secondary school.
1.3Purpose
of the Study
The main
purpose of the study is to examine the teachers’ training and work performance
in selected secondary schools in Mainland Local Government Area of Lagos State.
Other
objectives of the study include:
(1) To find out what types of training
programmes are available for teachers in schools
(2) To evaluate the training needs of
teachers in the school.
(3) To differentiate the productivity
of male and female teachers in the school.
(4) To find out whether there is a
relationship between training of teachers and academic performance of students
in the school.
1.4Research
Questions
The
following research questions will be raised in this study:
1. What types of training
programmes are available for secondary teachers in Lagos State?
2. Why do teachers need to be
trained?
3. Will there be any relationship
between training of teachers and academic performance of students in the
school?
1.5Research
Hypotheses
The
following hypotheses will be formulated and tested in this study:
1. There is no significant relationship
between quality training of teachers in terms of writing and effective
assessment.
2. There is no significant relationship
between training methodology and teachers effective in classroom management
3. There is no significant relationship
between teachers’ training and students’ excellent performance
1.6Significance
of the Study
This study
will be beneficial to the following individuals in many ways:
1. Principals: This study will
help managers of the school system, 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.
2. Teachers: They will benefit
from this study 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 promote high
productivity.
3.Parents:
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.
1.7Scope of
the Study
This study
will cover the examination of the staff training and development of school
personnel in selected secondary schools in Mainland Local Government Area of
Lagos State.
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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