STAFF DEVELOPMENT PROGRAMMES AND TEACHERS’ EFFECTIVENESS IN SECONDARY SCHOOLS: A CASE STUDY OF IBADAN SOUTH EAST LOCAL GOVERNMENT AREA OF OYO STATE
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- NGN 3000
ABSTRACT
This study investigated the impact of in-service training programmes on students‟ academic performance, examined the effect of part-time and full-time training programmes on teachers‟ teaching methods, determined the modes of training adopted by the various schools in training their teachers and also examined the impact of in-service training programmes on teachers teaching methods in the classroom. This was with a view to finding out the impact of staff training and development programmes on teachers‟ effectiveness in secondary schools in the study area. Survey research design was employed for the study. The target population of the study was teachers working in the secondary schools of Ibadan South East Local Government Area of Oyo State with a sample population of 150 teachers who were randomly picked from 393 teachers in the 49 secondary schools of the local government. Questionnaire was employed in the collection of the data while the data collection was done personally in 14 secondary schools. The methods used in analysing the data were Chi-square, T-test and Anova. The findings showed that in-service training programmes had contributed tremendously to students‟ academic achievement with a significant value of 0.002, which is less than 0.05, the critical alpha value. The full-time and part-time training programmes had influenced positively the teaching methods of teachers with a significant value of 0.079 which is greater than 0.05, the critical value. It was also found that in-service training programmes had positive impact on teachers teaching methods in the classrooms with a significant value of 0.434 which is greater than 0.05 the critical value. It was therefore concluded from the findings that staff development programmes designed for the development of Nigerian teachers are fundamental and germane because of the impact on students‟ academic performance, and teachers‟ teaching methods in the classrooms.
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