The Impact Of In-Service Training Teacher In The Academic Performance Of Students In Secondary Schools In Ayedaade Local Government Area In Osun State

The Impact Of In-Service Training Teacher In The Academic Performance Of Students In Secondary Schools In Ayedaade Local Government Area In Osun State

Abstract

The study was set to establish the impact of in-service teacher training in the academic performance of students in secondary schools in ayedaade local government area in Osun state. The study was guided by three specific objectives namely; to establish whether in-service teacher training improves the curriculum in Ayedaade Local Government Area secondary schools in Osun State; to find out whether in-service teacher training improves performance of students during examinations in schools Ayedaade Local Government Area in Osun State and; to establish whether in-service teacher training improves the degrading quality of teaching in schools in AYEDAADE Local Government Area In Osun State. The study used both the quantitative and qualitative approach. It employed questionnaires and interviews to gather primary data but also used document review to collect secondary data. Findings of the study revealed that in service teacher training has a positive influence on curriculum in secondary schools (p>0.005). It also positively influences the performance of students during examinations (P<0.005). Importantly also, in-service teacher training according to the findings improves the degrading quality of teaching in secondary school (P<0.005). The study recommends that secondary schools should encourage in-service teacher training for improved performance. Importantly, teacher training and professional development programs should focus on core content knowledge, teaching skills, teaching strategies, and assessment strategies, among others. There should be an alignment of educational programs content with what teachers teach, need and experience in their classrooms.

Chapter One

Introduction

1.1 Background to the Study

The study is about in-service teacher training and academic performance of secondary school students in Nigeria. It focuses on secondary schools in Ayedaade Local Government Area in Osun State, Nigeria. Emphasis is put on schools in Ayedaade Local Government Area (students, teachers, parents) but we also included other key stakeholders in the education sector (e.g. school administrators, the management bodies-school management committees and Parent teachers’ associations, inspector of schools, among others).

In-service teacher training can simply be defined as the relevant courses and activities in which a serving teacher may participate to upgrade his professional knowledge, skills, and competence in the teaching profession. Therefore, it encompasses all forms of education and training given to a teacher who is already on the job of teaching and learning (Osamwonyi, 2016). In-service teacher training allows for such activities that may include seminars, workshops, conferences, classes, exhibitions among others that are designed to develop and improve employees in an organization from the initial employment stage to retirement.

It should be noted that training of teachers on the job (in-service training) is very important in the life of a learner and general performance of the school. Student achievement is linked to numerous factors, but quality teachers are one of the most important components of student success. If school teachers do not have the tools they need to teach students effectively, their students will suffer. To teach effectively, teachers need access to ongoing teacher professional development. This professional development enables teachers to improve their own education through seminars, workshops, and classes among others.

In-service training for teachers has developed mainly in the latest decades; however, there is a long history of actions undertaken for teacher professional development within the Italian school system.

The long, although rather neglected, tradition of in-service teacher training goes back to the Conferenze pedagogiche: they were late 19th century initiatives for improving the knowledge and competence of teachers, mainly in primary schools. At the time the effort to spread literacy was high but the quality of teaching was not considered appropriate, therefore the need to develop teachers’ skills was highly perceived, under the pressures of national reports complaining about the poor performance of teachers and the unacceptable teaching conditions, particularly in the rural areas of the country.

Due to the delay in innovating traditional initial teacher training continuous teacher education has acquired a growing importance during the past 50 years.

In the ’50s the concern for quality in primary schools teaching was diffused and many actions were undertaken. However, it was only during the early ’70s that in-service training started to be seen as a crucial policy measure within newly adopted education policies: the principle of in-service training as a right and a duty was openly stated in the legislation, under the auspices of long-life learning for everybody. Innovative teacher groups working in schools were strongly demanding new opportunities for professional growth.

In the ’80s in-service training developed in some areas and the first national plans were devised and implemented. Language teaching and pupils with special needs were priority areas followed by new technologies. Teacher training became an essential means in supporting school reforms: a five-year plan for all primary school teachers, in connection with the 1990 reform, was designed and implemented. Organizational and institutional bases have developed over the years: from the Centri didattici nationali – national resource centres – set up during the ’50s, to the Istituti Regionali di Ricerca, Sperimentazione e Aggiornamenti Educativi – IRRSAE – in the ’70s and, more recently, the Piani nazionali e piani provinciali di aggiornamento in the ’90s.

Through teacher professional development, teachers learn new teaching strategies to improve the quality of instruction. This allows them to make changes in the way they teach their students, incorporating innovative teaching methods in the classroom. It teaches them how to work with a variety of learning styles, since not all students learn the same way.

Our study focused on some of these rationales thus: improvement of the curriculum, poor performance of students in examinations and the degrading quality of teaching.

1.2 Statement of the Problem

Ayedaade Local Government Area has approximately 560 students where 70% are girls. Schools in ayedaade local government area have of late been performing poorly. In the last year (2017) WAEC results, few students obtained a first grade. Although many factors could be responsible for this state of affairs, the poor quality of teachers cannot be under looked. Teachers therefore need continuous in-service training programmes. The available results from ayedaade local Government Area secondary schools show poor performance as follows.

It is clear that the performance has been poor. This is not new because many have pointed to the quality of teachers as the major factor for the poor performance in examinations. Hence the purpose of this study to access the impact of in-service training teacher in the academic performance of students in secondary schools in ayedaade local government area in osun state

1.3 Purpose of the Study

The general purpose of the study was to examine the role of in-service teacher training in the academic performance of schools in Nigeria using two secondary schools in ayedaade local government area in Osun State.

1.4 Objectives of the Study

1. To establish whether in-service teacher training improves curriculum in Ayedaade Local Government Area secondary schools inOsun State.
2. To find out whether in-service teacher training improves performance of students during examinations in secondary schools in Ayedaade Local Government Area inOsun State.
3. To establish whether in-service teacher training improves the degrading quality of teaching in secondary schools in Ayedaade Local Government Area in Osun State.

1.5 Research Questions

1. How does in- service teacher training improve school curriculum in Ayedaade Local Government Area secondary schools in Osun State?
2. How does in-service teacher training improve performance of students during examinations in Ayedaade Local Government Area secondary schools in Osun State?
3. How does in-service teacher training improve the degrading quality of teaching in Ayedaade Local Government Area secondary schools in Osun State?

1.6 Scope of the Study

The study was based on the two secondary schools at Ayedaade Local Government Area in of Osun State. It was limited to school teachers, students, administrators, district officials, Ayedaade Local Government Area management, parents and other key stakeholders.

The study was limited to the role of in-service teacher training in the academic performance of schools in Ayedaade Local Government Area in Osun State. In otherwords, the study sought to establish the link between in-service teacher training and academic performance using Ayedaade Local Government Area secondary schools as a case study.

1.7 Significance of the Study

The study findings may be of great significance to different stakeholders and groups of individuals in the education sector as follows;

Teachers and Head Teachers

The findings of the study may assist head teachers and teachers in general to evaluate and revise guidelines on teaching pedagogies in their schools. More emphasis should be put on training to enhance better school performance. This helps in setting strategies to counter the challenges faced during involvement in educational development and enhance student academic performance in schools. Teachers need to always attend in-service training programmes such as workshops, seminars, exhibitions and classes. Importantly, such programmes help in improving the teaching methods, teacher-pupil relationships and ultimately school performance. If a teacher fails to keep himself in touch with these developments he is proving himself as inefficient and ineffective. In order to achieve this end, it is necessary that a great many opportunities of in-service education should be provided for teachers.

Students

Students should appreciate the findings of the study and understand that a trained teacher is better than untrained one. Temporal absence of teachers in schools while attending in-service training programmes should be appreciated by students because they are the ultimate
beneficiaries.

School Administration

The school administration generally may benefit from the findings of the study as they will understand that in-service teacher education is one of the most important factors that enhances school performance. As such, they should lay much emphasis on this school function. Schools that don’t undertake in-service teacher training are bound to lag behind others for quite a long time in terms of performance and academic excellence.

Future Researchers

The findings maybe appropriate in future research by providing baseline information relating to in-service teacher training. Importantly, the study has generated some pertinent literature for future researchers.

1.8 Definition of Terms

In-Service Teacher Training:

This is a professional training or staff development effort, where professionals are trained and discuss their work with others in their peer group. This therefore means a first degree is not enough but teachers should be subjected or encouraged to undergo continuous training. This could be through seminars, workshops, conferences among others.

Secondary School:

A school intermediate between elementary school and college and usually offering general, technical, vocational, or college-preparatory courses.

Academic Performance:

The measurement of student achievement across various academic subjects. Teachers and education officials typically measure achievement using classroom performance, graduation rates and results from standardized tests.

1.9 Organization of the Study

The dissertation is organized in nine chapters as follows: Chapter one presents the introduction and background to the study. Chapter two presents the study literature. It highlights literature survey, literature review and the conceptual framework. Chapter three presents the methodology. It highlights the research approach, the research design, the research strategy, research duration, the research classification, population and sample size, validity and reliability, data collection methods, data collection instruments and ethical considerations. Chapter four presents the demographic characteristics, chapter five presents the findings on the influence of in-service teacher training on curriculum development (chapter one), chapter six presents findings on the influence of in-service teacher training on performance of students in examinations, (objective two), while chapter seven presents findings on the influence of in-service teacher training on the degrading quality of teaching (objective three). Chapter eight harmonizes the findings (links the findings to literature review) and suggests the way forward. Chapter nine presents the summary, conclusions and recommendations.

Chapter Five

Summary, Conclusion and Recommendation

5.1 Summary

Study findings have shown that there is a positive significant relationship between in-service teacher training and improvement in curriculum. We established that when a teacher is trained, he improves on the assignments and projects he gives to students, he too improves on the technology he uses in classroom during lessons, but importantly also, it helps a teacher in the preparation and following of the syllabus.

Further, findings demonstrated that there is a significant positive relationship between inservice teacher training and performance of students during exams. We established that inservice trained teachers lead to improvements in the pass grades, but also that trained teachers are more effective and positive than apathetic and un-trained ones.

Lastly, the findings of the study show that there exists a positive significant relationship between in-service teacher training and improvements in the degrading quality of teaching. Importantly, there is always improvements in the general knowledge of the teacher after inservice training but also the training exposes teachers to innovations in their professions.

Overall, the study shows there an effect between in service teacher training and academic performance of secondary students

5.2 Conclusion

We conclude that in-service teacher training leads to improvements in the curriculum (P<0.005). As a result of in-service teacher training, learning standards/objectives that students are expected to meet improve. Also, assignments and projects given to students improve. It generally improves on the quality of the subjects taught and leads to high level of creativity and innovations.

We also conclude that in-service teacher training helps students to improve performance during examinations (P<0.005). Importantly, it leads to improvements in pass grades, improves on student-teacher relationship, and improves on teaching skills for better results among others.

Lastly, we conclude that in-service teacher training leads to improvements in the quality of teaching (P<0.005). Specifically, it improves on teaching methods, but also provides opportunities for increasing the number of trained and qualified teachers at all levels of education. It too helps teachers to plan, consult and focus on content delivery.
Overall, in all these, in service teacher training affects academic performance of secondary students

5.3 Recommendations

The short training courses like workshops, seminars and in -service training are very necessary and should be encouraged. As such, we highly recommend that there should be serious initiatives to embark on the route of the training and professionalization of teachers and teacher education along competence lines.

Importantly, teacher training and professional development programs should focus on core content knowledge, teaching skills, teaching strategies, and assessment strategies, among others. There should be an alignment of educational programs content with what teachers teach, need and experience in their classrooms.

Teachers should frequently be afforded study leaves or time off to do training. During this period, the school can hire part-time teachers so that normal learning is not disrupted. It’s important to appreciate that continual professional development gives teachers time to learn and implement new strategies.

Other factors which may influence performance of schools should be studied. These would include: socio-economic, cultural and environmental factors as well as motivation for both the students and teachers.

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Frequently Asked Questions

Does teachers’ workload affect academic performance in community secondary schools?

Random and purposive sampling procedures were used to obtain the respondents. The study revealed that teachers’ workload is heavy and has negative effect on students’ academic performance in community secondary schools.

What is the impact of Teachers Training on students performance?

The paper is about the impact of teachers training on students performance. It looks as to how the teachers training can be useful in enhancing students performance and how can it help in improving the quality of the students. As the importance of knowledge is becoming more and more important so is of the teachers.

Do too many responsibilities of teachers affect students’ academic performance?

Both the CEO and ZCIS had enough experience on what goes on in community secondary schools regarding involvement of teachers in different 73 administrative and non-administrative responsibilities. Also it was not a new idea that the too many responsibilities of teachers affected students’ academic performance.

How do administrative roles affect academic performance in community secondary schools?

Administrative roles performed by teachers in community secondary schools increase their workload and affect students’ academic performance negatively. Due to increased teachers’ workload in community secondary schools, students performed poorly in their continuous assessments, Form 11 national examinations and Form 1V national examinations.

Does teachers’ workload affect students’ performance?

Performance meant the accomplishment of a given task measured against preset known standards of accuracy, completeness, cost, and speed. In this study, students’ academic performance in community secondary schools was examined to see how the students’ academic performance is affected by teachers’ workload.

What influences students’ academic performance in community secondary schools?

Experience shows that students’ academic performance in community secondary schools is influenced by a number of factors, such as teaching and learning environment, shortage of teaching and learning materials, and lack of enough teachers, experience and competence of teachers, community awareness and understanding about education.

Do administrative roles affect teachers’ workload and student performance?

As seen, administrative roles that are assigned to teachers are nothing but contributors to teachers’ workload and students’ academic performance in community secondary schools. Likewise, the classification of teachers’ workload summarizes that teachers are extra overloaded.

Does teacher workload affect students’ academic performance in Tanzania?

Similarly, the ZCIS maintained that: The preparation, administration and scoring of internal tests in a community secondary schools increases teachers’ workload, which also affects students’ academic performance. According to educational policy of Tanzania, the reasonable number of students required to be enrolled in a scho…

Does teacher training affect student performance?

The research in this paper also includes some studies of countries like Niger, Guinea where the imapct and relationship of teachers training with students performance was studies. It has also been kept in mind that apart from training there are other factors that also affect the performance of teachers and eventually of the students.

How can teachers enhance students’ performance?

In short training and development of teachers is the first and most important step in enhancing students’ performance. 

Why is it important to train teachers?

The reason is that teachers play a vital role in transferring the knowledge to students who are the people that will eventually lead a country. Training of teachers is also necessary especially in today’s environment to cope with the changing demands of the profession. Trained teachers are in a better position to educate the students.

Does professional training improve students’ academic achievement?

(Ali 1998), a study titled professional training and its impact on students’ academic achievements, show that professional training has positive effects at all education levels.

How do teachers affect students’ academic performance?

Lastly, the teachers assume a role in school meetings, students’ academic achievement goals including academic gains that students assigned to the teachers (Farant, 2005). These contribute to teachers’ workload and affect students’ academic performance.

Do administrative roles affect teachers’ workload and student performance?

As seen, administrative roles that are assigned to teachers are nothing but contributors to teachers’ workload and students’ academic performance in community secondary schools. Likewise, the classification of teachers’ workload summarizes that teachers are extra overloaded.

Does Teacher’s motivation affect performance of secondary school students?

This research was carried at in three schools under Agbado, Ifo District of Ogun State to actually known the extent in which teacher’s motivation goes in affecting the performance of secondary school students.

Does heavy teaching load affect students’ academic performance?

One thing that can be noted here is that heavy teaching load among teachers did not affect only students’ academic performance but also had economic implication on both parents and students.

How do administrative roles affect students’ academic performance?

Likewise, constructing, administering, scoring, analyzing, and marking internal tests also exercises in classes which are overcrowded. Furthermore, 99 administrative roles performed by teachers in community secondary schools increase their workload and affect students’ academic performance negatively.

What influences students’ academic performance in community secondary schools?

Experience shows that students’ academic performance in community secondary schools is influenced by a number of factors, such as teaching and learning environment, shortage of teaching and learning materials, and lack of enough teachers, experience and competence of teachers, community awareness and understanding about education.

Are there any other administrative roles performed by teachers in your school?

Apart from teaching duties is there any other administrative roles performed by Teachers in your school? YES NO If YES mention those administrative roles. a). Based on students’ academic performance in your school how do you rate the Performance in continuous assessment Very poor Poor Good Very good

How do teachers affect students’ academic performance?

Lastly, the teachers assume a role in school meetings, students’ academic achievement goals including academic gains that students assigned to the teachers (Farant, 2005). These contribute to teachers’ workload and affect students’ academic performance.