ABSTRACT
The study examined staff training and teachers’ productivity in selected secondary schools in Mainland Local Government Area of 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 one hundred and fifty respondents were selected comprising 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 Pearson Product Moment Correlational Coefficient statistical tools at 0.05 level of significance. At the end of the analyses, the following results emerged: ICT based training programmes, training on teaching methodology, Classroom management, items and test writing are some of the training programmes that are available for secondary school teachers; Teachers need to be trained because training promotes the acquisition of skills and knowledge or attitudes that are required to meet organizational and individual goals; teachers have positive perceptions towards continuing training in the service; there is a significant relationship between quality training of teachers in terms of writing and effective assessment, there is a significant relationship between training methodology and teachers effective in classroom management, and there is a significant relationship between teachers’ training and students’ excellent performance. On the basis of the findings, relevant recommendations were drawn for the study.
CHAPTER ONE
INTRODUCTION
1.1Background to the Study
Training has been defined as “an organised procedure by which people learn knowledge and or skills for a definite purpose”. It is a process for equipping the employee particularly the non-management employee with specific skills e.g. technical skills like plumbing, electrical wiring, repairing, artistic skills, clerical and typing skills that would enable them to improve on their performances and overall efficiency (Banjoko, 2001).
Asobie (2002), states that the objective of training is to enable employees to perform his/her job in such a way as to meet the standards of output, quality, waste control, safety and other operational requirements.
Ayodele (2003) states that, for the fact that ours is a world that is currently undergoing rapid changes particularly in the area of skill obsolescence and technological capability, training is not exclusively reserved for newly employed staff but also for the old employees as well. It is therefore, for the purpose of enhancing individual performance that training and development should be made a continuous process that should last through an employees entire working life. Anyanwu (2004) affirms that because low and middle level employees need to adapt to new skills and technologies, while managers and top management personnel need deeper knowledge and understanding of their jobs, the jobs of others, a good understanding of where and how their jobs fit into the wider organisation pattern, an understanding of government and societal constraints, and a sensitive social awareness of the environment within which organisation or school operates.
For jobs like teaching that requires complex and diverse range of skills and knowledge, a period of apprenticeship training is usually required. For example, in technical jobs such as carpentry, plumbing, printing, welding, engraving, tool making, and other jobs that require long period of practice and experience, apprenticeship programmes are necessary if the trainee is to fully grasp or understand the intricacies and complexities of the job. Besides, since training takes place over an extended period of time, the distributed learning necessary to master such skills is able to take place. In addition, when apprenticeship programmes or training is well planned and operated, it permits the integration of the best features of on-the-job training and off-the-job training. It gives the apprentice an opportunity to earn something while learning (Banjoko, 2001).
Constant training or organisation of seminars, workshops and other courses for teachers would improve to a great extent, the effectiveness and efficiency of teachers’ productivity in the school environment. Teachers occupy a central position in harnessing the administrative and material resources necessary to blend with learners (students). According to Nkemakolam (2005), a close look at the Nigerian schools, especially the public schools, one would find out that there exists a shortage of technical teachers in many primary and secondary schools. This is largely due to lack of job satisfaction as a result of poor conditions of service, lack of motivation, ineffectiveness on the job due to non-further training etc. In any case, this affects students’ academic performance.