TRAINING AND HUMAN RESOURCES DEVELOPMENT AS REQUIREMENT FOR QUALITY EDUCATION IN SELECTED SCHOOLS
ABSTRACT
Training and human resource development have been studied as a requirement for quality education in selected schools in Lagos state. 200 teachers, both male and female, were chosen at random from five secondary schools in Lagos state. The study’s data was gathered using a self-created questionnaire.
For all research questions, the data was analyzed using a simple percentage, whereas hypotheses three and four were analyzed using the t-test statistical tool at the 0.05 level of significance. The results show that: training and development have a significant impact on teachers’ quality; there is a significant relationship between teachers’ quality and students’ academic performance; there is a significant difference between the productivity of trained and un-trained teachers; and there is a significant difference between the productivity of experienced and inexperienced teachers.
CHAPTER ONE
INTRODUCTION
The Study’s Background
Building human capital has recently been recognized as critical to any nation’s overall development. Quality education, which opens the door to development and progress, is the best gift Nigeria can give its citizens. The significance of developing human capital
cannot be overstated, as it serves as a catalyst for change, allowing individuals to realize their full potential in the acquisition of knowledge and skills. It is clear that the world democracies that are doing well are those with well-educated citizens who understand what is involved in life and are not ethnically biased (Anya, 1999).
According to Obike (2003), it is virtually impossible for any individual to learn a job or enter a profession and remain in it for an extended period of time with his or her skills essentially unchanged. This is especially true in a complex and ever-changing organization like a school, which must adapt to changing societal demands and instructional methodologies.
Thus, regardless of how excellent the pre-service, pre-paratory, and well-qualified school personnel are at the time of hire, efforts should be made to develop them personally and professionally. On a regular and ongoing basis (Obanya, 2002).
In accordance with the adage “no school can be greater than its teachers,” schools require well-qualified personnel to provide quality learning experiences for students. Changes in position and job requirements within the school system necessitate that personnel be well developed.
It is critical to train teachers who directly impart knowledge to students. Only then can appropriate and adequate knowledge be imparted to students, resulting in the successful achievement of the educational goal (Nwagbara, 1999).
Physical, social, intellectual, and mental training are all important in facilitating not only the level of productivity but also the development of personnel in any organization. As a result, training can be placed in a context that is relevant to school administrators. However, knowledge is the ability, skills, understanding, and information that every individual requires in order to function effectively and efficiently (Garuba, 1996).
According to Olaniyan and Lucas (2008), human resources are the most valuable assets of any organization; without them, nothing gets done, including machines, materials, and even money. According to Abiodun (1999), training is the systematic development of an employee’s knowledge, skills, and attitudes required to perform adequately on a given task or job.
It can happen in a variety of ways, both on and off the job; in organizations. Martins (2004) observed that staff training and development is a work activity that can make a significant contribution to an organization’s overall effectiveness and profitability.
The effectiveness and success of an organization are thus dependent on the people who form and work within it. As a result, in order for employees in an organization to be able to perform their duties and make meaningful contributions to the
achievement of organizational goals, they must acquire the necessary skills and knowledge. In recognition of this fact, organizations such as educational institutions conduct final training and development programs for various levels of their workforce.
According to Chris (1996), training and development aim to develop competencies such as technical, human conceptual, and managerial for the advancement of individual and organizational growth. Egbe (1992) also proposed that the process of training and development is ongoing.
The need to perform one’s job efficiently and to know how to lead others are sufficient reasons for training and development, and the desire to meet organizations’ higher productivity objectives makes it absolutely necessary.
Against this backdrop, the researcher investigates training and human resource development as prerequisites for quality education in a sample of Lagos state schools.
Statement of the Issue
There is widespread concern about secondary school students’ poor performance in internal and external examinations. According to Akubiro and Joshua (2009), there have been recent complaints about the decline in educational standards.
According to research reports and general observations, secondary school resources such as teachers, classrooms, and instructional materials are in short supply. Obviously, teacher quality is low because they do not have access to training and development programs. The overarching question here is how to achieve quality instruction.
The Study’s Purpose
The goal of this research is to;
– Investigate the effect of teacher training/development on teacher quality.
– Determine the relationship between the quality of teachers and the academic performance of students.
– Investigate the difference in productivity between trained and untrained teachers.
– Determine the difference in productivity between experienced and inexperienced teachers.
Research Issues
The following questions were created to help guide the research;
– What effect does training and development have on teacher quality?
– What is the relationship between the quality of teachers and the academic performance of students?
– What is the difference in productivity between trained and untrained teachers?
– What’s the distinction between experienced and inexperienced teachers?
Hypotheses for Research
In the study, the following hypotheses were tested:
– Training and development have no discernible effect on teacher quality.
– Is there no significant relationship between the quality of teachers and the academic performance of students?
– There is no statistically significant difference in productivity between trained and untrained teachers.
– There is no statistically significant difference in productivity between experienced and inexperienced teachers.
The Study’s Importance
The following individuals will benefit from the findings of this study:
Teachers will benefit from this research because they will recognize the need to expand their knowledge and skills, which will improve their instructional methods and raise the quality of teaching and learning.
The government will also recognize the importance of in-service training for teachers and will be willing to sponsor training programs to help teachers improve their job performance and provide quality education.
The society will benefit because our educational system’s products will be of higher quality, which will improve the quality of our economy.
Students will benefit because they will be tutored by high-quality teachers who are familiar with new educational trends and innovations, resulting in a significant improvement in student achievement in our secondary schools.
The Study’s Scope
The study will focus on five secondary schools in Lagos State.
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