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IN-SERVICE TRAINING AND WELFARE PACKAGES AS PREDICTORS OF TEACHERS’ EFFECTIVENESS IN SELECTED PUBLIC SECONDARY SCHOOLS

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RESEARCH INFORMATION

[icon type=”icon-pencil”]: IN-SERVICE TRAINING AND WELFARE PACKAGES AS PREDICTORS OF TEACHERS’ EFFECTIVENESS IN SELECTED PUBLIC SECONDARY SCHOOLS
[icon type=”icon-book”]: Chapter 1 – 5
[icon type=”icon-book-open”]: 68 Pages
[icon type=”icon-basket”]: #3, 000
[icon type=”icon-doc-line”]: Ms Word format

This study, IN-SERVICE TRAINING AND WELFARE PACKAGES AS PREDICTORS OF TEACHERS’ EFFECTIVENESS IN SELECTED PUBLIC SECONDARY SCHOOLS contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.

Keywords: IN-SERVICE TRAINING AND WELFARE PACKAGES AS PREDICTORS OF TEACHERS’ EFFECTIVENESS IN SELECTED PUBLIC SECONDARY SCHOOLS


RESEARCH BODY

TABLE OF CONTENTS

CHAPTER ONE – INTRODUCTION

Background to the Study

Statement of the Problem

Purpose of the Study

Research Questions

Scope of the Study

Significance of the Study

Operational Definition of Terms

CHAPTER TWO – REVIEW OF RELATED LITERATURE

2.1       Introduction

2.2       The Concept of In-Service Training

2.3       Objectives of In-Service Training

2.4       Training and Development Approaches

2.5       On and Off the In-Service Training

2.6       Training Techniques

2.7       Types of Welfare Packages/Benefits

2.8       Training Opportunity for Teachers and In-Service Productivity

2.9       Provision of Welfare Needs and Teachers In-Service Productivity

CHAPTER THREE – METHODOLOGY

3.1       Research Design

3.2       Population of the Study

3.3       Sample and Sampling Technique

3.4       Instrumentation

3.5       Validity of the Instrument

3.6       Reliability of the Instrument

3.7       Method of Data Collection

3.8       Method of Data Analysis

CHAPTER FOUR – RESULTS AND ANALYSIS OF DATA

4.1       Presentation of Demographic Data

4.2       Analysis of Data

CHAPTER FIVE – DISCUSSION, CONCLUSION AND RECOMMENDATION  

5.1       Discussion of Findings

5.2       Conclusion

5.3       Recommendation

REFERENCES

APPENDIX

ABSTRACT

This study examined in-service training programmes and welfare packages as predictors of teachers’ effectiveness in selected public secondary schools in Yewa South Local Government area of Ogun State, Nigeria. The study adopted the descriptive survey research design while the sample size comprised 200 teachers drawn from 10 public secondary schools n the local government area. A structured questionnaire was used as instrument for data collection while mean ratings and standard of deviation were used to analyzed that in-service training programmes and welfare packages have significant effects on teachers effectiveness. Finally it was recommended that government and other stakeholders should invest more in the retraining and welfare of teachers.

CHAPTER ONE

INTRODUTION

1.1       BACKGROUND TO THE STUDY

Teachers at all levels are very important in the overall development of any nation through their impact in the educational system. Education itself is the door to civilization and Modernization of any country. But it is the teachers who hold the key to this door through performance of their primary functions in the school.

This fact was stressed by Nyereye (1967) when he stated that ‘’ it is the teachers more than any single group of people who determine the attitudes of society and shape the ideas and aspiration of the Nation. Therefore, the quantity of any educational system depends to a greats extent on the quality of teachers in items of academic/Training and incentive administration as well as their level of competency in and dedication to their primary functions. In fact, the teachers count more importance than any other factors, which contributes to the quality of Education at an level of our educational system. Hence Anderson and Dyke (1972) assert that the cornerstone of good education in any high school is its facility (Teachers), Fine buildings and equipment special service and all other factors which help to provide favourable environment for learning mean little if the learning and teaching activities are directed by iii-Trained and un-Motivated teachers.

Training is one tool which management uses to develop the effectiveness of human resources in any organization in the educational system, the resource are very important of educational goods and objectives are to be realized. The effective Development of human resource of the educational system is one of the vital contribution to the future, long-term growth and  survival of education training can thus be describe as a systematic way of stimulating efficiency and high  performance through learning process.

Adeleke (2000) stated that employers 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. Training pertains to the programme that facilitates the learning process and panned approach to improving effectiveness of groups of people and the whole organization. The success of our educational system depends mostly on the quality of person (teacher) employed.

Training is inheritable because of the explosion brought about by technological innovation which made the whole world a global village. Training has produced the positive effects to the organization that has  taken the pain to allow their employees be part of it for instance, Training of staff enhances  organizational effectiveness, for it enables employees to performed their duties  and responsibilities effectively.

Of all human resources, teachers have been re-cognized as indispensable and infact, the single most important element in the school system. They are more important than the quality of equipment and Materials or the level of financing (u s Department of Health, Education and welfare,1970). The efficiency of an educational system lies in the ability to convert all resources employed in the teaching and learning process to produce useful products and long-term benefits. Therefore, adequate training and retraining of teachers is more important.

The above is supported by Adejuwon (1984) who assisted that a lot depends on the teacher who is an embodiment of knowledge. He classified the role of business subject teachers into three VIZ:

  1. He is required to give knowledge, train students in some basic skills as stipulated in the curricular and provide for effective learning activities in the class.
  2. He is to help in the administration of the school and relate with other teacher so as to implement the programme for secondary education.
  3. He is required to provide conducive emotional climate that will facilitate learning in the class and make the students feel as part of the programme of school.

A teacher can therefore be regarded as a man of many parts, he or she is expected not only to impact knowledge but also to faster adjustment of children, understand children basic cognitive and social problems match curriculum offerings to level of mental development translate curriculum specification into relevance and provide smooth transition from home to school and from one level education to another it therefore means that the teacher himself must be balance physically and emotionally to be able to effectively perform this task. This is issue of  welfare for the teacher becomes important welfare affects productivity because of its link with job satisfaction  cooper, (1974) in his study found a positive relationship between the satisfaction of teacher and their teaching  effectiveness.

However, it is disheartening to note that conditions of teacher especially at the public school have not favored teachers, especially in the area of irregular payment of salaries and allowance, delayed promotion, epileptic staff development facilities and the like. Castellan as cited by Ejiogu (1995) noted that a successful personal management programme is that which can contribute materially to the willingness of people to work, so that both individual and organizational expectations will be realized.

Writing on teachers needs, Ejiogu (1990) noted that a major goal of personal management in any organization is the production of satisfied employers who will remain happy on the job to contribute their best towards achieving the organization objectives at minimum cost according to olowoye and Alani (2000) the quality of the school system and the student (the finished  products of the school system) depends on the quality of  the teachers.

To efficiently provide quality education that will improve the standard of academic performance there is the need to accord high priority to the welfare services provided for the teachers secondary schools is that the good of education can be achieved.

In essence, there is the need to provide adequate training and welfare service for the teachers so as to give education a new lease of life. Teachers are the builds of the nation.

1.2       STATEMENT OF THE PROBLEM

The high turnout of graduates from our higher institution   with less job opportunity has made the teaching profession a dumping ground for graduates of all disciplines Hence a good number of teacher in our secondary schools. Do not have basic teaching qualification. Also, the rapid change in the school system in term of complex techniques and application of new knowledge, has necessitate their need for re-training of teacher so that teacher can be kept abreast of knowledge and information about the job .It is interesting to know that the state of teacher’s performance is full of crisis. One finds that teachers are no longer interested in teaching as some have become traders and business consultants, they are no longer committed and motivated towards their job they attend to other matters that will improve their financial stand. Leaving their primary assignments. They are not ready to give all that it will take to bring out the  best in their  students because of poor training and poor incentives, Hence, they exhibit  negative attitudes towards teaching. They complain that the ‘’take home pay can not take them home. In view of the above, the researcher sets out to describe the problems and grievance such as delay in increase and payments of salaries and allowances. Lack of free medical service, non-provision of official accommodation e.t.c have made teachers to divert their interest the fulfillment of their occupational functions towards activities that will improve their economic standard.

1.3       PURPOSE OF THE STUDY

          This study is specially designed to examine the in-service training and welfare needs of teachers at the secondary level of education. Specifically the focus will be to:

Identify training programme and welfare packages available to teachers in public schools.

Assess the impact of staff training programmes on teacher effectiveness.

Examine the impact of training and welfare programmes on school effectiveness.

Asses the effects of training programme on teachers preparation for higher responsibilities.

Determine the impact of welfare programmes on teacher’s effectiveness.

1.4       RESEARCH QUESTIONS

The following questions were raised to guide the study:

What are the training programmes and welfare packages available to teachers in public schools?

What is the impact of staff training programmes on teacher effectiveness?

What are the effects of welfare programmes on teacher effectiveness?

1.5       SCOPE OF THE STUDY

The study covered 10 selected public secondary school in Yewa local  Government Area of Ogun State. Teachers of these schools constitute the subjects of the study.

1.6       SIGNIFICANCE OF THE STUDY

There is no doubt that the findings from this study would be of immense benefits to various stakeholders in education, considering the fact that ‘’ no nation can rise above the quality of its teachers’’.

This study would be a wake-up call to relevant educational agencies sandaled with the responsibility of recruiting and re-training our teacher to re-invigorate their statutory duties workshops, conferences and seminars relating to job areas of teachers would be regularly organized for teachers. The finding from the study will equally attract the attention of other stake holders in secondary education to support the process of providing in-service training and other educational material for school within   their communities. These stakeholders include parent, Non-Government organization (NGOS) private individuals, philanthropists, Alumni  Associations and intentional government and bodies.

1.7       SIGINIFICANCE OF THE STUDY OPERATIONAL DEFINITION OF

TERMS:

Training Needs: This involves exposing teachers to further or in-service development through seminars, workshops, conferences e.t.c

Welfare Need: This include payment of salaries, regular promotion, provision of allowances and other material or monetary incentives.

School Effectiveness: Effectiveness implies the ratio between the input and output in a system. Effectiveness of school is measure with the degree of quality of student’s performance in examinations and their behavior.

Teacher’s Effectiveness: This is degree of teacher’s performance and behavior in the school system. This is measured through student’s performance in internal and external examinations results.

Keywords: IN-SERVICE TRAINING AND WELFARE PACKAGES AS PREDICTORS OF TEACHERS’ EFFECTIVENESS IN SELECTED PUBLIC SECONDARY SCHOOLS



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