STAFF TRAINING AND DEVELOPMENT OF SCHOOL PERSONNEL
ABSTRACT
The study looked at staff training and teacher productivity in secondary schools in Lagos State’s Mainland Local Government Area. Using the questionnaire and sampling techniques, the descriptive research survey was used to assess the opinions of the selected respondents.
A total of 150 respondents, 75 males and 75 females, were chosen and used in the study to represent the entire population of the study. Three null hypotheses were developed and tested at the 0.05 level of significance using the Pearson Product Moment Correlational Coefficient statistical tools.
The following findings emerged from the analyses: Some of the training programs available for secondary school teachers include ICT-based training, training on teaching methodology, classroom management, and item and test writing.
Teachers must be trained because training promotes the acquisition of skills, knowledge, or attitudes needed to meet organizational and individual goals; teachers have positive attitudes toward continuing education in the service; there is a significant relationship between quality teacher training in terms of writing and effective assessment; and there is a significant relationship between training methodology and teachers’ effectiveness in classroom management. On the basis of the findings, pertinent recommendations for the study were developed.
CHAPTER ONE
INTRODUCTION
1.1 The Study’s Background
Training is defined as “an organized procedure through which people learn knowledge and or skills for a specific purpose.” It is a process of providing employees, particularly non-management employees, with specific skills such as plumbing, electrical wiring, repairing, artistic skills, clerical and typing skills, which will allow them to improve their performance and overall efficiency (Banjoko, 2001).
According to Asobie (2002), the goal of training is to enable employees to perform their jobs in such a way that they meet output, quality, waste control, safety, and other operational requirements.
According to Ayodele (2003), because our world is currently undergoing rapid changes, particularly in the areas of skill obsolescence and technological capability, training is not only reserved for newly hired staff but also for existing employees. As a result, in order to improve individual performance, training and development should be made a continuous process that lasts throughout an employee’s entire working life.
According to Anyanwu (2004), low and middle level employees must adapt to new skills and technologies, whereas managers and top management personnel require a deeper knowledge and understanding of their jobs and the jobs of others, a good understanding of where and how their jobs fit into the larger organizational pattern, an understanding of government and societal constraints, and a sensitive social awareness of the environment in which the organization or school operates.
A period of apprenticeship training is usually required for jobs that require a complex and diverse range of skills and knowledge, such as teaching. For example, apprenticeship programs are required in technical jobs such as carpentry, plumbing, printing, welding, engraving, tool making, and other jobs that require a long period of practice and experience if the trainee is to fully grasp or understand the intricacies and complexities of the job.
Furthermore, because training takes place over a long period of time, the distributed learning required to master such skills is possible. Furthermore, when apprenticeship programs or training are well planned and implemented, it allows for the integration of the best aspects of on-the-job training and off-the-job training. It provides the apprentice with the opportunity to earn money while learning (Banjoko, 2001).
Constant teacher training or the organization of seminars, workshops, and other courses would greatly improve the effectiveness and efficiency of teachers’ productivity in the school environment. Teachers play a critical role in mobilizing the administrative and material resources required to collaborate with students (students).
According to Nkemakolam (2005), a close examination of Nigerian schools, particularly public schools, reveals a shortage of technical teachers in many primary and secondary schools. This is largely due to a lack of job satisfaction as a result of poor working conditions, a lack of motivation, ineffectiveness on the job due to a lack of additional training, and so on. This, in any case, has an impact on students’ academic performance.
According to Onuoha and Uzodinma (2000), once an organization has hired those it believes are qualified, suitable, and competent to perform the jobs for which they were hired, it must embark on an effective training and development program to enhance the productive capabilities of the newly hired employees, while also training and retraining the old workers or employees to maximize their productivity.
Staff training is important in the following ways: to eliminate performance deficiencies; to match employees’ abilities with job requirements and organizational needs; to improve organizational viability and the transformation process, to cope with new technological advancements;
to improve quality and quantity of work; to improve productivity and efficiency; to assist staff in dealing with increased organizational complexity as a result of increased mechanization automation Training may be conducted to improve employees’ self-esteem, boost staff morale, and thus improve organizational climate, particularly in schools (Munonye, 2006).
Constant staff training and development programs must be put in place for teachers to maximize their potentials or exhibit maximum effectiveness in their duties in the school system, and these programs must be geared toward the enhancement and improvement of teachers’ work performance, which will also enhance students’ academic performance in the school environment.
1.2 Problem Description
Training is critical for increasing the productivity of staff, particularly teachers, in the school system. When teachers are not trained, there is a void in the teaching and learning process. Non-trained teachers in the classroom are not only cheating,
but they are also hindering the school system’s growth and development. People who teach in schools without the necessary qualifications are the root causes of low educational standards and student academic performance (Ayo, 2003).
The Nigerian school system is plagued by untrained teachers who have infiltrated the teaching profession because they believe that teaching is a job for anyone. They believe that everyone knows how to teach, but they fail to recognize that not everyone has been trained to teach. Untrained and inexperienced teachers lack mastery of content (what to teach), methodology, and assessment (how to teach).
Any teacher who does not master both what to teach and how to teach cannot be called a teacher in the first place. Untrained teachers, as a result, lack the skills and capabilities to achieve the desired results in the teaching and learning process. The researcher is motivated by this belief to determine the extent to which training influences teacher development and job performance in secondary school.
1.3 The Study’s Purpose
The study’s main goal is to examine teachers’ training and work performance in selected secondary schools in Lagos State’s Mainland Local Government Area.
The study’s other goals are as follows:
(1) Determine what types of teacher training programs are available in schools.
(2) To assess the school’s teachers’ training needs.
(3) To compare the productivity of male and female teachers in the classroom.
(4) Determine whether there is a link between teacher training and student academic performance in the school.
1.4 Research Issues
This study will address the following research questions:
1. What kinds of training programs are available in Lagos State for secondary teachers?
2. Why is it necessary for teachers to be trained?
3. Will there be a link between teacher training and student academic performance in the school?
1.5 Hypotheses for Research
In this study, the following hypotheses will be developed and tested:
1. There is no significant relationship between teacher writing training and effective assessment.
2. There is no significant relationship between training methodology and effective classroom management among teachers.
3. There is no statistically significant relationship between teacher training and excellent student performance.
1.6 Importance of the Research
This research will benefit the following people in a variety of ways:
1. Principals: The findings and recommendations made by the researcher will benefit school system administrators. This is because principals will understand the importance of maintaining a conducive environment in the school. It is critical for principals to maintain positive relationships with their teachers and students in order to maintain a positive school climate and maximize overall productivity.
2. Teachers will benefit from this study because it will teach them more about the importance of having good principal-teacher relationships in the school, as well as how a bad principal-teacher relationship can negatively impact the school atmosphere.
This is due to the fact that nothing works in an organization or school where there is animosity and bad blood among principals, teachers, the school community, or even students and parents. To achieve its goals and objectives, the school must have a good climate or a cordial culture that promotes high productivity.
3.Parents: As one of the most important stakeholders in the school system, parents should have good relationships with the principals, teachers, and everyone else in the school.
As a result, assisting parents in becoming well informed about the importance of enrolling their children in schools where there is a good relationship between school personnel and schools where infrastructure and other amenities are provided.
1.7 The Study’s Scope
This research will look into the staff training and development of school personnel in selected secondary schools in Lagos State’s Mainland Local Government Area.
1.8 Term Definitions
Thus, the following terms were operationally defined:
Employee Behaviour: This term refers to the manners, moral behavior, and treatment shown to or towards management.
Workers’ Productivity: This refers to the total output or result of work that can be obtained from the input of employees in any organization. In other words, it is the total output of all employees in a company, industry, school, or other parastatal in the private and public sectors.
Job fulfillment: This is the end result that an organization expects to see from its employees after they have been motivated.
Training refers to the act of instructing and practicing an individual or a worker in order to bring them to a specific standard of behavior, efficiency, or physical condition.
Staff Training and Development: Training and development are processes that equip employees, particularly non-managerial employees, with specific skills, such as plumbing, electrical, wiring, repairing, artistic skills, clerical and typing skills, that can help them improve their performances and overall efficiency.
According to Adamson and Adamson (2000), the goal of on-the-job training and development is to enable an employee to perform his job in such a way that he meets the standards of output, quality, waste control, safety, and other operational requirements.
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