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.
TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgments iv
Abstract v
Table of Contents vi
CHAPTER ONE: INTRODUCTION 1
1.1 Background to the 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 8
1.8 Definition of Terms 8
CHAPTER TWO: LITERATURE REVIEW 10
2.1 Concept of training and professionalism 10
2.2 The Concept of Human Resources Management 14
2.3 Importance of Human Resources Management 16
2.4 Types of Training and Teacher Development Techniques 18
2.5 The assumed outcomes of Training and Teacher Development
(Changes in skill, attitude and knowledge) 20
2.6 Staff Development and their Productivity 31
CHAPTER THREE: RESEARCH METHODOLOGY 35
3.1 Research Design 35
3.2 Population of the Study 35
3.3 Sample and Sampling Technique 37
3.4 Instrument for Data Collection 40
3.5 Validity of the Instrument 40
3.6 Reliability of the Instrument 40
3.6 Administration of the Instrument 41
3.7 Method of Data Analysis 41
CHAPTER FOUR: DATA
ANALYSIS AND PRESENTATION OF RESULTS
42
4.1 Introduction 42
4.2 Descriptive Analyses of Teachers’ Biographic Data 42
4.3 Analyses of the Research Questions 46
4.4 Test of Hypotheses 51
4.5 Summary of Findings 54
CHAPTER FIVE: SUMMARY, DISCUSSION OF FINDINGS,
CONCLUSION AND RECOMMENDATIONS 55
5.1 Introduction
55
5.2 Summary of the Study 55
5.3 Discussion of Findings 57
5.4 Implication of Findings 60
5.5 Conclusion
61
5.6 Recommendations 62
References 65
Appendix 69
CHAPTER ONE
INTRODUCTION
1.1 Background 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.
1.2 Statement 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.
1.3 Purpose 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.
1.4 Research Questions
The following research questions will be raised in this study:
- What types of training programmes are available for secondary teachers in Lagos State?
- Why do teachers need to be trained?
- Will there be any relationship between training 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 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
1.6 Significance of the Study
This study will be beneficial to the following individuals in many ways:
- 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.
- 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.
1.7 Scope 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.