The Impact Of Training Of Teachers And Development On Teachers’ Productivity In Primary School
The Impact Of Training Of Teachers And Development On Teachers’ Productivity In Primary School
Abstract
This study was carried out to examinethe impact of training of teachers and development on teachers’ productivity in primary schools usingsome selected primary schools in Aguda Local Government Area, Lagos State as a case study. The study was carried out to examine the impact of training/ development on teachers’ productivity, determine the relationship between years of experience and teachers’ productivity, assess the relationship between qualification and teacher’s productivity and examine the relationship between motivation and teacher’s productivity. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers in the selected secondary schools in Aguda Local Government Area, Lagos State. In determining the sample size, the researcher conveniently selected 53 respondents and 50 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. While the hypotheses were tested using Pearson correlation statistical tool, SPSS v23. The result of the findings reveals there is a significant relationship between years of experience and teachers’ productivity. The study also revealed that the impact of training/ development on teachers’ productivity positive. Therefore, it is recommended that training and development programmes/policy should be introduce and monitor to ensure the implementation like in-service course for teachers, staff seminar like induction courses, on-the job training, off the job-training. Refreshers courses etc. To mention but a few.
Table of Content
- Title Page
- Certification
- Dedication
- Acknowledgement
- Table of Content
- List of Tables
- Abstract
Chapter One:
Introduction
- 1.1 Background of the Study
- 1.2 Statement of the Problem
- 1.3 Objective of the Study
- 1.4 Research Questions
- 1.5 Research Hypothesis
- 1.6 Significance of the Study
- 1.7 Scope of the Study
- 1.8 Limitation of the Study
- 1.9 Definition of Terms
- 1.10 Organisations of the Study
Chapter Two:
Review of Literature
- 2.1 Conceptual Framework
- 2.2 Theoretical Framework
- 2.3 Empirical Review
Chapter Three:
Research Methodology
- 3.1 Research Design
- 3.2 Population of the Study
- 3.3 Sample Size Determination
- 3.4 Sample Size Selection Technique and Procedure
- 3.5 Research Instrument and Administration
- 3.6 Method of Data Collection
- 3.7 Method of Data Analysis
- 3.8 Validity of the Study
- 3.9 Reliability of the Study
- 3.10 Ethical Consideration
Chapter Four:
Data Presentation and Analysis
- 4.1 Data Presentation
- 4.2 Analysis of Data
- 4.3 Answering Research Questions
- 4.4 Test of Hypotheses
Chapter Five:
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- References
- APPENDIX
- QUESTIONNAIRE
Chapter One
Introduction
1.1 Background of the Study
The achievement of organizational objectives either public or private requires the availability of certain inputs in terms of human and material resources which are otherwise referred to as the factors of production. These factors of production are land Labour, capital and entrepreneurship.
It should be noted therefore that of all these factors, labour which refers to different categories of workforce who perform managerial, technical, supervisory and general duties in an organization is the most complex to manage due to individual differences and uniqueness. Individual goals and aspirations, individual needs and preferences, divergent interests of the individuals compared with that of organization as well as the individual capabilities and aptitudes.
From the foregoing, it is evident that the success of the school system like every other organization depends to a large extent on the ability to utilize the teacher in an efficient and effective manner.
And for the organization to maximize the utilization of the teachers, there is the need for training and manpower development programmes. Employees’ training and development is an attempt to improve their present and future performances on their jobs through learning, so as to be able to carry out assigned tasks for the purpose of attaining the goals and objectives of the school system. Training can thus be described as a systematic way of stimulating efficiency and high performance through learning processes.
Adeleke, (2000) observed that employee’s competence on the job is acquired not only by formal education but also through the acquisition of specific skills and knowledge on the job by training and development. Greater emphasis should therefore be placed on training and development as a panacea for obtaining competent employees in the organization.
The importance of training in enhancing the effectiveness of any organization cannot be over-emphasized. This arises from the fact that it forms an integral part of the process of total quality management and enables employees to perform their duties and responsibilities effectively so as to enable the organization achieve its set goals and objectives.
Training connotes a planned process to modify attitudes so as to achieve effective performance in a range of activities. It can further be described as an organized procedure which is based on individual needs for satisfying specific job requirements. It is therefore, a necessary exercise carried out to give a staff the needed and required knowledge or skills: its aim is to solve particular organizational problems.
Training is thus geared towards the acquisition of specific skills or knowledge and such skills and knowledge acquired must be needed to solve specific and important organizational problems. It therefore requires changes in the job behavior or performance of those trained.
Human resources development is a systematic process, which aims at ensuring that the organization has the effective managers it requires to meet its present and future needs. It is concerned with improving the performance of existing managers, giving them opportunities for growth and development, and ensuring, as far as possible that management succession within the organization to develop the capacity to solve different problems as well as to meet future needs. In essence, development can be much more related to the future rather than the present job. It is therefore a course of action deigned to enable individual employees realize their potentials for growth. It is pertinent from the foregoing that development programmes are more broad based and general in outlook , targeted at senior employees and for long-term purposes because it is a planned, guided or directed activity undertaken by an employee to help prepare him for higher responsibilities to come (Olaiya, 1999).
For any organization to invest in training and development programmes for its employees implies toeing a right direction in the realization of the goals of the organization as this will go a long way in enhancing the performance of the employees in their jobs.
1.2 Statement of the Problems
Without doubt, training and development are important factors in the organizational effectiveness. It has been discovered by Olaiya (1999) that some public organizations are non-challant to the training, retraining and development of their employees. This problem is to some extent noticeable in the Lagos state post primary Teaching services Commission where teachers are rarely sent on training and development programmes. For instance, new recruits are not usually given induction and orientation programmes. Even when teachers are sent on training where it is organized, (which is always on short-term basis) little or no room is given to them to display the skills acquired through promotion or increased remuneration. It is as a result of this that it is thought necessary to examine this situation as they effect teachers in primary schools.
1.3 Objectives of the Study
The purpose of this study is to critically examine the impact of training of teachers and development on teachers’ productivity in primary schools. Specifically seeks to
- Ascertain the impact of training/ development on teachers’ productivity.
- Determine whether there is any significant relationship between years of experience and teachers’ productivity
- Determine whether significant relationship between motivation and teachers’ productivity.
1.4 Research Questions
The following questions are to be answered in this study:
- What is the impact of training/ development on teachers’ productivity?
- Is there any significant relationship between years of experience and teachers’ productivity?
- Is there any significant relationship between motivation and teachers’ productivity?
1.5 Research Hypotheses
- Ho: There is no significant relationship between training and development of teachers and teachers’ productivity in primary schools.
- Ha: There is a significant relationship between training and development of teachers and teachers’ productivity in primary schools.
1.6 Significance of Study
This research work is of immense significance to the management and staff of the Lagos State Post-Primary Teaching Services Commission. Also, Ministries of Education at both the federal and state levels and other agencies directly involved in human resources development, training and consultancy services especially for teachers will benefit from this study.
In addition to this, students of educational administration and the general public who are stake holders in human resources and development programmes will have information on the level and potency of staff training.
1.7 Scope of the Study
the impact of training of teachers and development on teachers’ productivity in primary schools. The study specifically seeks to ascertain the impact of training/ development on teachers’ productivity, determine whether there is any significant relationship between years of experience and teachers’ productivity and determine whether significant relationship between motivation and teachers’ productivity. The study will be delimited to Aguda Local Government Area of Lagos State.
1.8 Limitations of the Study
In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.
Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.
1.9 Definition of Terms
Training:
This is a systematic way of stimulating efficiency, high performance teacher’s productivity through learning process.
Development:
This concerns the learning activities of teacher’s development, training and productivity towards the future needs then present and which is directed to growth and succession of teacher’s overall productivity.
Teachers:
Are those who are trained in the knowledge and skill I imparting knowledge to the learners.
Productivity:
This is defined as the result of a task performed for instance, in a school setting, productivity is measured in line will the performance of students in the three domains of learning.
1.10 Organization of the Studies
The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.
Chapter Five
Summary, Conclusions and Recommendations:
5.1 Introduction
This chapter summarizes the findings on the impact of training of teachers and development on teachers’ productivity in primary schools using some selected primary schools in Aguda Local Government Area, Lagos State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was to examine the impact of training of teachers and development on teachers’ productivity in primary schools using some selected primary schools in Aguda Local Government Area, Lagos State as a case study. The study was specifically carried out to examine the impact of training/ development on teachers’ productivity, determine the relationship between years of experience and teachers’ productivity, assess the relationship between qualification and teacher’s productivity and examine the relationship between motivation and teacher’s productivity.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled teachers in the selected secondary schools in Aguda Local Government Area, Lagos State.
5.3 Conclusions
Based on the findings of this study, the researcher concluded that;
- The impact of training / development on teachers’ productivity positive.
- There is a significant relationship between years of experience and teachers’ productivity.
- There is a significant relationship between motivation and teachers’ productivity.
5.4 Recommendations
Based on the findings of the study, the following recommendations are proffered.
- Training and development programmes/policy should be introduce and monitor to ensure the implementation like in-service course for teachers, staff seminar like induction courses, on-thejob-training, off-the-job-training. Refreshers courses etc.
- Educational management should build and equip all schools with the best science and technical equipment, provide all the basic educational materials and other necessary facilities to enhance the human resources effectiveness and efficiency.
- Human resource management should have sound policies in respect of staff transfer and promotion to ensure that justices and fairness prevail in dealing with the staff.
- Teachers who are the bedrock of any education system need to be treated fairly well in terms of prompt settlements of their entitlements and enjoyment of other benefits enjoyed by other public servants. So that the desire of the government, parents and solicit for an improved educational system will be a hopeful dream and not a night mare; and investment in education will be very beneficial to society in the final analysis.
- Government should also through appropriate agencies enhance, the status of not only teachers but also teaching profession, there should be a deliberate policy of emancipation regarding all cadres of teacher to make teaching as lucrative as any other job within the public sector. This would not only attract qualified personnel to teaching but also retain them on the job.
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