STAFF TRAINING AND DEVELOPMENT AND TEACHERS PRODUCTIVITY
ABSTRACT
The purpose of this study was to determine the effects of teacher training and manpower development on job performance in Lagos State, using Oshodi Isolo Local Education District as a case study.
In the study, a survey research design was used. The sample consisted of 100 male and female teachers from public secondary schools in the Oshodi Isolo Local Education District. The respondents were chosen using the stratified random sampling technique. To collect data for the study, a four-point Likert type questionnaire titled “Effects of Training and Development on Teachers Job Performance” was created and used.
The data was analyzed using the person product Moment correlation and the t-test. The analysis shows that there is a positive relationship between training and improved job performance among teachers. The PPTESCOM training policy, to some extent, improves teacher preparation for higher responsibilities in their jobs as well as the effectiveness of the school system.
As a result, one could draw the tentative conclusion that PPTESCOM should continue to promote staff training and development in order to improve the achievement of organizational goals.
CHAPTER ONE
INTRODUCTION
The Study’s Background
The achievement of organizational goals, whether public or private, necessitates the availability of certain inputs in the form of human and material resources, referred to as factors of production. These production factors are land, labor, capital, and entrepreneurship.
It should be noted that, due to individual differences and uniqueness, labor, which refers to various categories of workforce who perform managerial, technical, supervisory, and general duties in an organization, is the most difficult to manage of all these factors. Individual goals and aspirations, individual needs and preferences, individual interests that differ from those of the organization, as well as individual capabilities and aptitudes
From the foregoing, it is clear that the success of the school system, like that of any other organization, is heavily reliant on the ability to use the teacher in an efficient and effective manner.
And, in order for the organization to make the best use of its teachers, training and manpower development programs are required. Employee training and development is an attempt to improve employees’ current and future job performance through learning,
so that they can carry out assigned tasks in order to achieve the school system’s goals and objectives. Thus, training can be defined as a systematic approach to increasing efficiency and performance through learning processes.
Adeleke (2000) observed that employees’ job competence is acquired not only through formal education, but also through the acquisition of specific skills and knowledge on the job through training and development. As a result, a greater emphasis should be placed on training and development as a panacea for acquiring competent employees in the organization.
The value of training in improving the effectiveness of any organization cannot be overstated. This is due to the fact that it is an integral part of the total quality management process and allows employees to perform their duties and responsibilities effectively, allowing the organization to achieve its set goals and objectives.
Training refers to a planned process for changing attitudes in order to achieve effective performance in a variety of activities. It can also be defined as an organized procedure for meeting specific job requirements that is based on individual needs. It is thus a necessary exercise carried out to provide a staff with the necessary and required knowledge or skills: its goal is to solve specific organizational problems.
Thus, training is geared toward the acquisition of specific skills or knowledge, and such skills and knowledge must be required to solve specific and significant organizational problems. As a result, changes in job behavior or performance of those trained are required.
Manpower development, on the other hand, is defined as learning activities that are oriented toward future needs rather than present ones, and that are concerned with growth, career, and succession rather than immediate performance.
Human resource development is a systematic process that ensures the organization has the effective managers it needs to meet its current and future needs. It is concerned with improving the performance of existing managers, providing opportunities for growth and development, and ensuring, to the greatest extent possible,
that management succession within the organization develops the capacity to solve various problems as well as meet future needs. In essence, development can be much more concerned with the future than with the present job. As a result, it is a strategy designed to help individual employees realize their full potential.
It follows from the preceding that development programs are more broad-based and general in scope, aimed at senior employees, and for long-term goals, because it is a planned, guided, or directed activity undertaken by an employee to help prepare him for future higher-level responsibilities (Olaiya, 1999).
Any organization that invests in training and development programs for its employees is moving in the right direction toward achieving the organization’s goals, as this will go a long way toward improving employee performance in their jobs.
Statement of the Problem
Without a doubt, training and development are critical components of organizational effectiveness. Olaiya (1999) discovered that some public organizations are unconcerned about employee training, retraining, and development. This issue is visible to some extent in the Lagos State Post Primary Teaching Services Commission, where teachers are rarely sent on training and development programs.
For example, new recruits are rarely given induction and orientation programs. Even when teachers are sent on organized training (which is always on a short-term basis), there is little or no opportunity for them to demonstrate the skills gained through promotion or increased remuneration. As a result, it is thought necessary to investigate this situation as it affects teachers in public secondary schools in Lagos State.
The Study’s Goal
1. The study will investigate the Lagos State Teaching Services Commission’s training policies.
2. It aids in the identification of training and development programs available to teachers through the Lagos State Post-Primary Teaching Services Commission.
3. It aids in determining the adequacy of training programs in terms of employee participation and relevance.
Research Issues
To guide this study, the following research questions have been posed:
1.What policies for training and development are available to the Lagos State Post-Primary Teaching Services Commission?
2.What methods of teacher training and development does the commission use?
3.To what extent are training and development programs used to promote teachers and increase their pay?
4.Is any effort made to determine whether positive changes in teacher job performance occur after training programs are completed?
5. How has teacher productivity in Lagos state been affected by training?
Hypothesis of Research
In the study, the following hypotheses are tested:
1. There is no significant relationship between effective job performance policies of the commission and teacher training and development.
2. Training and human resource development do not prepare teachers for higher levels of responsibility in the school system’s effectiveness.
The following variables are identified in this study:
1. Uncontrollable Variables – Training and development
2. Dependent Variables – The effectiveness of the school system’s teachers’ job performance.
The Importance of Research
This research is extremely important to the Lagos State Post-Primary Teaching Services Commission’s management and staff. This study will also benefit Ministries of Education at both the federal and state levels, as well as other organizations directly involved in human resource development, training, and consultancy services, particularly for teachers.
Furthermore, students of educational administration and members of the general public who are involved in human resource and development programs will have access to information on the level and effectiveness of staff training.
The Study’s Scope
The scope of the project includes staff training and development, as well as teacher productivity, in the Oshodi-Isolo Local Education District of Lagos State.
Terminology Definition
Training is a systematic method of increasing the productivity of high-performing teachers through the learning process.
Manpower development refers to the learning activities of teacher development, training, and productivity that are directed to the growth and succession of teachers’ overall productivity.
Human Resource Development (HRD) is a systematic process that aims to ensure that educational organizations have effective managers (teachers with high productivity and development levels who are effectively trained) to meet the current and future needs of teaching and learning processes.
P-PTESCOM (Post-Primary Education Service Commission):
This is the statutory body in charge of the appointment, re-absorption, posting, confirmation, promotion, transfer, training, dismissal, and discipline of all teaching and non-teaching personnel in Lagos state secondary schools and technical colleges.
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