TRAINING AND MANPOWER DEVELOPMENT AS CORRELATES OF TEACHERS’ PRODUCTIVITY IN SELECTED SECONDARY SCHOOLS
ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
TRAINING AND
MANPOWER DEVELOPMENT AS CORRELATES OF TEACHERS’ PRODUCTIVITY IN SELECTED
SECONDARY SCHOOLS
ABSTRACT
The
researcher carried out a study on Training and Manpower Development as
Correlates of Teachers’ Productivity in Selected Secondary Schools in Aguda
Local Government Area of Lagos State. Survey research design was used for this
study. The population of the study constitutes all the teachers in the selected
secondary schools in Aguda Local Government Area of Lagos State. The sample
size used for this study comprise 160
respondents, made up of 100 female teachers and 60 male teachers 16
teachers from each of the 10 selected secondary schools. A simple random
sampling technique was used for the sample selection. The instrument for data
collection was a self-made questionnaire designed on a four-point Likert
Attitude scale of Strongly Agree (SA), Agree (A) Disagree (D) Strongly Disagree
(SD). The questionnaire comprised of sections A and B, section A comprise the
bio-data of the respondents while, the section B comprise the question items.
The researcher visited, the various schools sampled with questionnaire to meet
with the school authority and the respondent inorder to administer the
instruments to the respondents for data collection. The purpose of the study
was explained to them by the researcher before the administration of the
questionnaire and this took the period of five working days. The researcher
collected back the questionnaire after the completion by the respondents
without any of them missing. The data collected was analyzed using the simple
percentages for the research questions while the research hypotheses were
tested using the pearson product moment correlation co-efficient at 0.05 level
of significance. The result of the analysis shows that training and development
has a significant impact on teachers’ productivity there is a significant
relationship between years of experience and teachers’ productivity, there is
no signification relationship between qualification and teachers’ productivity
and that there is a high significant relationship between motivation and
teachers’ productivity. It was recommended among others that for organizations
to succeed there is need for continuous training and development of the human
resources therefore teachers require workshops seminars and other forms of in
services training which will facilitate their job performance.
CHAPTER ONE
INTRODUCTION
1.1Background
to the Study
It is
literally impossible for any individual to learn a job or enter a profession
and remain in it for long with his her skills basically unchanged. This is more
changing organization like a school that must adapt to changing societal
demands and instructional methodology. Thus, no matter how excellent the
pre-service preparation and how well qualified school personnel are at the time
of employment, efforts should be made to develop them personally and
professionally on a regular and continuous basis (Alabi 2009).
Building
human capital has been recognized in recent times as crucial to the overall
development of any nation. The best thing Nigeria can give to its citizens is
quality education, which opens the doors to development and progress. The
importance of developing human capital cannot be over-emphasized as it acts as
a catalyst for change for a better future, for individuals to realize their
full potentials in the acquisition of knowledge and skills.
It is
apparent that the world democracies that are doing well are those
whose
education systems are producing well-educated citizens, who can understand what
is involved in life and are not ethnic biased (Anya, 1999).
The schools
need well qualified staff to provide quality learning experience for students
in line with the saying "no school can be greater than its job requirement
within the school system demands that personnel must be well developed. It is
important to develop the teachers that directly impart knowledge to students,
resulting ultimately in successful achievement of the goal of education
(Nwagbara, 1999).
Training
both physically, socially, intellectually and mentally are very
essential in
facilitating not only the level of productivity but also the
development
of personnel in any organization.
Therefore,
training can be put in a context relevant to school
administrators.
However, knowledge IS the ability, the skills, the
understanding,
the information, which every individual requires in order to be able to
function effectively and perform efficiently (Garuba, 2006).
According
to. Olaniyan and Lucas (2008) human resources are the most valuable assets of
any organization, with the machines, materials and even the money, nothing gets
done without manpower. Abiodun (1999).
·
Submitted
that training is a systematic development of the knowledge, skills and
attitudes required by employee to perform adequately on a given task or job. It
can take place in a number of ways, on-the-job or off-the-job; in the
organization. Martins (2004) observed that staff training and development is a
work activity that can make a very significant contribution to the overall
effectiveness and profitability of an organization. The effectiveness and
success of an organization therefore lies on the people who form and work
within the organization. It follows therefore that for the employees in an
organization to be able to perform their duties and make meaningful
contribution to the success of the organizational goals, they need to acquire
the relevant skills and knowledge in appreciation of this fact, organizations
like educational institutions, conduct final training and development
programmes for the different levels of their manpower.
According to
Oyekan (2001) training is the improvement of the knowledge and skill of
employees in terms of behaviour, attitudes, skills, knowledge, perception and
in the performance of their duties. Nwosu (2008) see training as the organized
procedure by which people learn knowledge and skills for a particular purpose
while development is broader in scope than training and is considered to be
formal education in schools, colleges and universities while training is seen
as a vocation and takes place in workshop and organizations. Development is
concerned with knowledge and understanding while training is the acquisition of
mechanical skills. According to Shittu (2003)training is a process of learning
a sequence of programmed behaviours. It has to do with job related activities
capable of being broken and analyzed to determine the best way to perform
certain tasks. Staff development helps educators keep abreast of expanding
knowledge based on education, so they can continuality refine their conceptual
and craft skills. According to Lawal (2003).
It is
important to develop the teachers that directly impart knowledge to students;
the school heads that supervise, guide and support the
teachers,
and other support staff that make the work of the teachers and the school heads
easier. It is only then that appropriate and adequate knowledge can be imparted
to the students, resulting in successful achievement of the goals of education
(Nwosu, 2008).
In-service
education could be formal or informal. The formal type is
obtained
through attendance at institutions of higher learning and
knowledge is
acquired through formal teaching and learning for the
award of
certificates, diplomas, or degrees. The successful completion of the programme
attract higher income and a higher status in the society.
Above all it
opens up new avenue for further education of the serving teacher. Reiterating,
Alozie (2006) activities of the formal type of in-service education include
conferences, consultations services, correspondence courses, demonstration
teaching, exchange teaching, extension courses, summer study, faculty meetings,
workshops, orientation prgorammes and others.
The informal
type of in-service education is the most common type
among Lagos
State Teachers. These include: participation in professional books, journals,
newspapers, listening and watching the electronic media. Chris (2006) submitted
that training and development aim at developing competences such as technical,
human, conceptual and managerial for the furtherance of individual and
organizational growth. Also Egbe (2002) postulated that the process of training
and development is a continuous one.
The need to
perform one's job efficiently and the need to know how to
lead others
are sufficient reasons for training and development and the desire to meet organization's
objectives of higher productivity, makes it absolutely compulsory.
It is
against this background training human resource development
correlates
of teacher's productivity in selected secondary schools, in
Aguda Local
Government Area of Lagos State.
1.2 Statement of the Problem
Trained
manpower and productive labour force are two major aims of
education.
Education generates skilled labour force that is capable
moving
economic growth and national development forward. Nowadays the labour force in
the country shows negative symbols depicting that is not well with education.
This is why
Ogunsola (2007) quoting senator Olabiyi Durojaiyue
commented
saying "the stark reality on ground is that the standard
education in
Nigeria has fallen lamentably and abysmally over the year. There is a general
outcry about poor performance of secondary school students in internal and
external examinations.
Akubuiro and
Joshua (2009) observed that in recent times there ha
been
complaints that the standard of education is fallen. Research
reports and
general observations make it obvious that the quality
teachers is
low, since they are not given opportunity for training and
development
programmes.
All these
and more, necessitate the study of training and human
resource
development as correlates of teachers' productivity in selected secondary
schools in Aguda Local Government Area, Lagos State.
1.3 Purpose of the Study
The purpose
of this study is to:
v Examine
the impact of training/ development on teachers' productivity
v Determine
the relationship between years of experience and
teachers'
productivity .
v Assess the
relationship between qualification and teacher's
productivity
.
v Examine
the relationship between motivation and teacher’s productivity .
1.4 Research Questions
The
following questions are to be answered in this study:
Ø What is the impact of training/ development
on teachers' productivity?
Ø Is ·there any significant relationship
between years of experience
and
teachers' productivity?
Ø Is there any significant relationship
between motivation and teachers' productivity?
1.5 Research Hypotheses
The
following hypotheses will be tested in the study:
· Training/development has no
significant impact on teachers'
productivity.
· There is no significant
relationship between years of experience and teachers' productivity.
· There is no significant
relationship between qualification and
teachers'
productivity.
· There is no significant relationship between
motivation and teachers’ productivity.
1.6 Significance of the Study
The
following stakeholders in education will benefit from this study:
Teachers
will benefit from this research work because they will be
sensitized
on the need to acquire more and relevant knowledge and skill which will in
turn, enhance their instructional methods and boost the quality of teaching and
learning.
Students
will benefit hence they will be tutored by well groomed teachers who are
acquainted with new trends and innovations in the art of teaching and this will
culminate in great improvement on students' academic achievement, in secondary
schools.
The society
on the other hand, will profit, because the products of our educational system
will be of a higher quality and this will enhance the nation's economic and
technological development.
1.7 Scope and Delimitation
This study
will cover 10 secondary schools in Aguda Local Government Area of Lagos State.
1.8 Definition of Key Terms
Ø Training: This describes the process of
learning to perform certain tasks. It is also defined as a systematic
development of skills, knowledge and attitude required to perform certain
tasks.
Ø Manpower: This could be defined as human
resources in an organization. It can also be referred to as the labour force in
an organization. Development:It is the gradual changes in attitude, knowledge
and skill acquired by an individual or group of people.
Ø Correlates: These entail things or factors
involved in a process things that set the pace for a phenomenon to occur.
Ø Teachers: Are those who are trained in the
knowledge and skill I imparting knowledge to the learners.
Ø Productivity: This is defined as the result
of a task performed for instance, in a school setting, productivity is measured
in line will the performance of students in the three domains of learning
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment