EVALUATION OF THE EFFECTIVENESS OF TRAINING AND DEVELOPMENT OF EDUCATIONAL MANPOWER IN LAGOS STATE

ABSTRACT

The study examined evaluation of the effectiveness of training and development of educational manpower in Lagos State. The descriptive research survey was used in order to assess the opinions of the selected respondents using the questionnaire and the sampling techniques. A total of 200 (two hundred) respondents were selected comprising of fifty (50) teachers made up of 25 males and 25 females; one hundred and fifty (150) students made up of 75 males and 75 females and used in the study to represent the entire population of the study. Three null hypotheses were formulated and tested using the independent t-test and the Pearson Product Moment Correlational Coefficient statistical tools at 0.05 level of significance. At the end of the analyses, the following results emerged:

1.       Hypothesis one found that there is a significant effect of training on teachers’ productivity in the school sector.

2.       Hypothesis two revealed that there is a significant relationship between training of teachers and students’ academic performance in schools.

3.       Finally, hypothesis three indicated that there is a significant relationship between the training of teachers and teachers’ productivity levels in the school sector.

TABLE OF CONTENTS

 

Title Page                                                                                                                    i

Certification                                                                                                                ii

Dedication                                                                                                                   iii

Acknowledgements                                                                                                    iv

Abstract                                                                                                                       v

Table of Contents                                                                                                       vi

 

CHAPTER ONE:     INTRODUCTION                                                                1

1.1              Background to the Study                                                                                1

1.2              Statement of the Problem                                                                               3

1.3              Purpose of the Study                                                                                      4

1.4              Research Questions                                                                                        5

1.5              Research Hypotheses                                                                                      6

1.6              Significance of the Study                                                                               6

1.7              Scope of the Study                                                                                          8

 

CHAPTER TWO:    LITERATURE REVIEW                                                   9

2.1              Concept of Training and Professionalism                                                      9

2.2              Strategies Involved in Effective Classroom Management                             13

2.3              The Concept of Human Resources Management                                           25

2.4              Importance of Human Resources Management                                             28

2.5              Staff Development and Job Effectiveness                                                      30

2.6              Staff and Student Personnel Administration                                                  34

 

CHAPTER THREE: RESEARCH METHODOLOGY                                       38

3.0       Introduction                                                                                                    38

3.1       Research Design                                                                                             38

3.2       Population of the Study                                                                                  38

3.3       Sample and Sampling Technique                                                                   39

3.4       Research Instrument                                                                                       39

3.5       Procedure for Data Collection                                                                        39

3.6       Procedure for Data Analysis                                                                           40

 

CHAPTER FOUR:   DATA ANALYSIS AND PRESENTATION OF

RESULTS                                                                             41

4.1       Introduction                                                                                                    41

4.2       Descriptive Analyses of Teachers’ Biographic Data Based on Age, Sex,

Marital Status and Duration of Service                                                          41

4.3       Descriptive Analyses of Teachers’ Responses to Questionnaire

Using the Research Questions                                                                        44

4.4       Descriptive Analyses of Students’ Bio-Data According to Sex and

Age Range                                                                                                      49

4.5       Descriptive Analyses of Students’ Responses to Questionnaire

Using the Research Questions                                                                        51

4.6       Hypothesis Testing                                                                                         57

4.7       Summary of Findings                                                                                     60

 

CHAPTER FIVE:    SUMMARY, DISUSSIONS, IMPLICATION OF THE STUDY, CONCLUSION, RECOMMENDATIONS

AND SUGGESTION FOR FURTHER STUDIES           61

1.1              Summary of the Study                                                                                    61

1.2              Discussion of Findings                                                                                   62

1.3              Implication of the Study                                                                                 64

1.4              Conclusions                                                                                                    65

1.5              Recommendations                                                                                          65

1.6              Suggestion for Further Studies                                                                       68

 

Bibliography                                                                                                   69

Appendices                                                                                                     75

 

 

CHAPTER ONE

INTRODUCTION

1.1             Background to the Study

Onuoha and Uzodinma (2000), state that once an organization has employed those it considered qualified, suitable and competent to perform those jobs for which they were hired, it must embark on an effective training and development programme that is necessary to enhance the productive capabilities of the newly hired employees, while it also embarks on training and retratining the old workers or employees in order to maximize their productivity.

Gardner (1993), defines training as an organized procedure by which people learn knowledge and or skills for a definite purpose. It is a process for equipping employees, particularly the non-managerial employees. Training would enable employees to improve on their performances and when they improve on their performances, it will bring about high and increased productivity in an organisation or an institution.

According to Uzorue (1994), the objective of training and retraining teachers in the school sector is majorly to enable them to perform their work well in the school and bring about high work performance of the teachers and high academic achievement of the students. Uzorue opines that the teacher’s job is a tedious one, which requires skills and proficiency to carry out effectively. Therefore, training of teachers is a sine qua non in the teaching profession. Ayodele (2001) lent credence to the opinion of Uzorue (1994), by stating that there is a great difference between the work performance of teachers who are well trained and those who are not. He further claimed that there is a difference in the work performance of teachers who are experienced as a result of training and long service and non-experienced ones who may not have probably underwent training as professional teachers.

As Uzomah and Amaonye (1991) put it, because of the fact that ours is a world that is currently undergoing rapid changes, particularly in the area of skill acquisition and technological capability, training is therefore, not exclusively reserved for newly employed staff, but also for the old ones as well. It is therefore, important for the purpose of enhancing individual performance that training and developing should be made a continuous process that should last through an employee’s working life. This is because low and middle level teachers need to adapt to new skills and technologies while managers of the school (principal’s) and other top management personnels in the school need deeper knowledge and understanding of their jobs, the jobs of others, and a good understanding of where and how their jobs fit into the wider school pattern an understanding of government activities and societal constraints and a sensitive social awareness of the environment within which the school as an organization operates.

According to Gerald (1998), training of staff is important in the following ways: to remove performance deficiency; to match the employees’ abilities with the job requirements and organizational needs; to enhance organizational viability and the transformation process, to cope with the new technological advancement; to improve quality and quantity of work; to improve productivity and efficiency; to help staff cope with increased organizational complexity resulting from increased mechanization automation. Training, sometimes, may be undertaken to enhance employees’ self-esteem; to boost staff morale and thereby improve organisational climate, especially, in the school.

1.2             Statement of the Problem

Training is very essential in the creation of high productivity of staff, especially teachers in the school system. When teachers are not trained, it brings about emptiness in teaching and learning process. According to Adekunle (1995), non-trained teachers in the school are not only cheats, they are not helping the school system to grow and develop. People who teach in the school without having the required qualities and passing through the rigorous of training, are the causes of low standard of education and low students’ academic performance.

The school system in Nigeria, has the problem of untrained teachers who have greatly infiltrated into the teaching profession, because they think that teaching is all-comers’ job. They think that everyone knows how to teach, but they forget that not everyone is trained to teach. Untrained and inexperience teachers lack the mastery of content (what to teach), the methodology (how to teach). Any teachers who do not possess the mastery of both what to teach and how to teach cannot be said to be a teacher in the first place. Untrained and teachers therefore, lack the skills and the capabilities to achieve the goods in teaching and learning process.

1.3             Purpose of the Study

The main purpose of the study is to examine the teachers’ training and work performance in selected secondary schools in Mainland Local Government Area of Lagos State.

Other objectives of the study include:

(1)             To find out whether training affects teachers’ productivity in the school.

(2)             To evaluate the training needs of teachers in the school.

(3)             To investigate whether there is difference between the productivity of trained teachers and untrained ones.

(4)             To differentiate the productivity of male and female teachers in the school.

(5)             To find out whether there is a relationship between training of teachers and academic performance of students in the school.

1.4             Research Questions

The following research questions will be raised in this study:

  1. Will training affects teachers’ productivity in the school sector?
  2. How can we evaluate the training needs of teachers in the school?
  3. Is there any difference between the productivity of teachers who are trained and those who are not?
  4. How can the productivity of male and female teachers be differentiated?
  5. Is there any relationship between training of teachers and students’ academic achievement in the school?

1.5             Research Hypotheses

The following hypotheses will be formulated and tested in this study:

  1. There will be no significant effect of training on teachers’ productivity in the school sector.
  2. There will be no significant difference between the productivity of teachers who are trained and those who are not.
  3. There will be no significant relationship between training of teachers and academic performance of students in the school.

1.6             Significance of the Study

This study will be beneficial to the following individuals in many ways:

  1. Principals: This study will help managers of the school system, benefit from the findings and recommendations made by the researcher. This is because, the principals would be able to understand the essence of maintaining a conducive atmosphere in the school. It is important that principals maintain good relationship with their teachers and students so that they will be able to have good school climate running in the school for the overall maximization of high productivity.
  2. Teachers: They will benefit from this study because it will enable them to be able to know more about the essence of having good principal – teacher relationships in the school, and how bad principal – teacher relationship can affect the school atmosphere badly. This is because nothing works in an organization or school where there is rancour and bad blood amongst principals, teachers and school community or even students and parents. For the school to achieve its goals and objectives, it must operate on good climate or cordial culture which promote high productivity.
  3. Parents: Parents being one of the important stakeholders in the school system, ought to be in good relationship with the principals, the teachers and all that are in the school. Therefore, assisting parents to be able to be well informed on the importance of having their children in schools where there is good relationship among the school personnel and schools where is provision of infrastructures and other amenities in the school.
  4. Society: The society will be able to appreciate this study because, it will enable them to have the insight on the essence of school climate which promotes high productivity of both teachers and the students. Not only the society, the young researchers and others in the society will find this study a good reference material in their studies.

1.7             Scope of the Study

This study covered the examination of the staff training and teachers’ productivity in selected secondary schools in Mainland Local Government Area of Lagos State.


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