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QUALIFICATION TRAINING AND JOB PERFORMANCE IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1Background
to the Study
Education is
a prime instrument for national development and governments the world over, in
recognition of this notion, endeavour to invest hugely on education. With sound
education, individuals perhaps are liberated from the indignities of human
right violation. Moreover, individuals’ liberty is assured and the road to
economic emancipation is smoothened. Furthermore, the educated citizens readily
understand and accept government policies, if the policies are in concert with
the will of the people and for overall national development. One of the indices
of a developed nation is the literary level of its inhabitants (Adeyegbe,
2005).
In a country
where a good majority of the people are not literate, such a country is
perceived as under developed. However, where a majority of the citizenry are
literate, such a nation is seen to be developed. The education system produces
the nation’s manpower needs and also influences her technological development.
Education, therefore, must be seen to functional and relevant to the needs of
the people and that of the nation and the nation gains in strength through
manpower development for all its productive enterprise (Abolama, 1999 and Edet,
1999).
In
compliance with the above assertions, the nations educational needs have to be
‘manned’ by competent and well trained personnel that will be effective and
efficient. Organizations, like the school, need people just as they need raw
materials, and equipment in order to function successfully. Thus, it is not
uncommon to hear managers acknowledge. “Our people are the most important
asset”. Organizations undertake human resource planning to enable them meet the
future ‘people’s’ need in the same way in which they plan for their non-human
resources (Armstron, 2003).
The decision
to train or not to train staff of an establishment has always been a very
tedious process in view of the numerous factor involved. Such factors include
finance, service time and general working conditions of services. In a developing
economy, like Nigeria, such factors often overshadow the main purpose of
training and development. Teaching is one of the dynamic profession and the
operators must keep abreast of improvements in teaching methods, administration
and environmental happenings. Teachers employed in an education industry would
have had a basic qualification which needs to be built upon by subsequent
training and development activities.
Aina (2005),
opines that:
“Education
is designed to improve the overall competence of the employee in a specified
direction and beyond the job currently held and that training is an experience,
a discipline or a systematic action, which causes people to acquire new skills
and knowledge, and exhibit pre-determined behaviour on the present job”.
This notion
maybe true when the employee is new to the organization or when the
organization changes its technology. Aina further asserts that “Staff
development is concerned with preparing the employees in order that they can
move with the organization as it develops changes and grows.
Ayo-Sobowale
(2002), while streamlining the contributions of some scholars, asserts that
education is generalizing by providing individuals with the basic knowledge,
skill and attitudes to qualify him for a given position, while training focuses
on improved competences in order to perform in various positions. However,
staff development enables the individual to perform higher responsibilities
which accompany higher position along career path.
The present
teachers need more than educational qualifications but require updating
knowledge from time to time. Olaniyanu (2006), expressing the views of Fafunwa
states that the challenges of today’s teachers are as follows:
The teacher
of today faces greater challenges than the teachers of yester years. His task
as a classroom manager has become a more complex one. Today’s teacher, to be
effective has to extend his activities beyond the classroom and the school
compound, for the world of the child today has wider and more varied horizons
than, for instance, the world of Plato and Aristotle. Pp23.
It could be
ascertained from the foregoing that training and development of professional
teachers employed for educational services are imperative for the system to be
relevant to its objectives and goals.
Fig. 1.2
Relationship between Education, Training & Development
Source:
Ayo-Sobowale (2002)
Moreover,
staff training and development of teachers has numerous advantages such as
increased learning rates, increased quality of performance, reduced number of
accident or casualties and reduced labour turnover and absenteeism. Therefore,
this study examines the effect of post qualification training on job
performance in Lagos State secondary schools.
1.2Statement
of the Problem
Performance
gap between standard of education and the current performance level determines
the training needs or non-training needs. Ogunsola (2005) records that recent
releases from West African Examination Council (WAEC) and Joint Admission and
Matriculation Board (JAMB) indicate that less than 10 percent of those who sat
for West African Senior Secondary Certificate Examination (WASSCE) obtained the
matriculation requirements and one out of ten that applied for University
Matriculation Examination (UME) gains admission to tertiary institutions.
The
percentage of wastage under this circumstance is monumental. However, Ogunsola
(2005) maintains that most people agree that the standard of education has not
fallen but students’ performance is steadily going down.
What is not
in doubt is the stakeholder’s obligation to empower teachers to guide and
inspire all students to learn. The question that may be asked is how do we
prepare, train, sustain and retain our teachers in particular for the numerous
tasks in the classroom.
According to
Adeyegbe (2005) teachers should not rest on their oars. They must build on the
experiences gained while in training and thus learn from personal experiences
of the present generation are highly demanding and multi-faceted compared with
the past. Demands are not similar neither are their responses to the various
situation in their environment, Adeyegbe (2005) argues that the decline is
apparent and worse still, the educational system is deemed liable.
Staff
development and training could have significant positive and negative effects
on teachers’ job performance and consequently students’ academic achievement.
Perhaps the lack of well articulated staff development and training for
teachers on secondary schools possibly led to poor attitude of teachers and by
extension, the low level of job performance of the teachers in the State.
Perhaps if teachers are up-dated through workshops, seminars, conferences and
training in the institutions after employment (entrant qualifications) students
will benefit more from the schools’ instructional programme. If on the
contrary, teachers are not updated in terms of knowledge acquisition, the
students perhaps stand the risk of failure in public examinations and the
school system may not achieve its aims and objectives. It is against this
background that this study examines the effect of post qualification training
on job performance in Lagos State secondary schools with a special reference to
some selected schools in education district V.
1.3Purpose
of the Study
The major
objective of this study is to examine the effect of post qualification training
on teachers’ job performance. While other specific objectives are:
i. To examine the effect of staff
development on teachers’ productivity in Lagos State;
ii. To investigate the impact of staff
training on teachers’ effectiveness in Lagos State Public Secondary Schools;
iii. To find out the effect of teachers’
welfare on teachers performance.
1.4 Research Questions
This study
will be guided by the following research questions:
1. What is the relationship between staff
development and teachers’ productivity in Lagos State?
2. Does staff training impact on teachers’
effectiveness in Lagos State Public Secondary Schools?
3. To what extent does teachers’ welfare
influence teachers’ performance?
1.5 Research Hypotheses
The
following hypotheses will be tested in the study:
1. H01: There is no significant relationship
between staff development and teachers’ productivity in Lagos State.
2. H02:
Staff training has no impact on teachers’ effectiveness in Lagos State
Public Secondary Schools.
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