Staff Development Programmes and Quality Instructional Delivery among Public Secondary School Teachers in Education District II of Lagos State, Nigeria
Ajamobe, John Oluwaseun
Department of Educational Management, Faculty of Education, University of Lagos, Nigeria
Abstract
Education is often seen as a prerequisite for quality manpower development and wealth creation, a sure path to success in life and service to humanity. Hence, every society requires adequate human and material resources to improve its social organization, preserve the culture, enhance economic development and reform the political structures. Thus, teachers have an important role in adequately preparing the younger generation for their societal roles to achieve the set national objectives. In light of this basic truth, attempts must be made at examining staff development programs and quality instructional delivery of public secondary school teachers, in Lagos, Nigeria. Consequently, adopting the descriptive survey research design, the population of the study comprised 2438 public secondary school staff in Education District II of Lagos State, 140 teachers and seven principals which were randomly selected from seven public secondary schools in Education District II of Lagos State, Nigeria using simple random sampling technique at 5% margin and 95% confidence level, who responded to a self-designed and validated questionnaire titled “Staff Development Programmes and Quality Instructional Delivery Questionnaire (SDPQIDQ)”. The reliability coefficient was 0.87, using the Cronbach Alpha reliability test. Three research questions and three research hypotheses were answered and tested at .05 significant levels using mean scores, standard deviation, and regression analysis. The findings of the study showed that in-service training (r=.827; P<.05), workshop (r=.846; P<.05), and seminar programs (r=.832; P<.05) significantly have an impact on the quality instructional delivery of public secondary school teachers in Education District II of Lagos State, Nigeria respectively. Premised on the findings, it was recommended among others that teachers need a broader and wider acquisition of knowledge. Therefore, the study recommended that government should mobilize adequate funds for regular workshops, seminars, and in-service training of secondary school teachers in Education District II of Lagos State.
Key Words: In-service training, seminar, staff development and workshops
Impact statement
The quality of teachers is known to be a key predictor of students’ performance. Teaching as a profession demands continuous development of knowledge and ability through conscious and deliberate actions from the government and other key stakeholders in the educational system. The simple and most important determinant of what students learn is what teachers know. Hence, staff development programmes have been accepted as an effective method of increasing the knowledge and skills of teachers in order to enable teachers to teach more effectively and efficiently. However, scholars agree that having access to high-quality education is a crucial condition for freedom, progress, and development in sociopolitical, economic, and technological spheres. Unfortunately, one of the biggest problems facing the educational system in Nigeria has been providing high-quality instruction, especially at the secondary school level. Thus, this paper aimed at examining staff development programmes and quality instructional delivery in Education District II of Lagos State, Nigeria. Based on the findings, it was suggested, among other things, that teachers need to learn more and more. As a result, the study advised that the government raise enough money for routine workshops, seminars, and in-service training for secondary school teachers in Lagos State’s Education District II.
About The author
John Oluwaseun Ajamobe bagged an M.Ed. in Educational Administration and Planning from the prestigious University of Lagos, Akoka, Lagos State, and a bachelor’s degree in Educational Management and Economics from the premier university in Nigeria, the University of Ibadan. He has more than seven years of working experience as an educational research assistant and teacher at the secondary level of education. He has five publications in reputable journals and international conferences, earning him a few citations. He is a licenced member of the Teacher’s Registration Council of Nigeria (TRCN). He is a member of the Nigerian Association of Educational Administration and Planning, Lagos Chapter. He has a great passion for academics, as one of his life goals is to impart the knowledge he has acquired and be a part of the success stories of his students as they attain their life goals and achieve their dreams, as well as conduct novelty and ground-breaking research geared toward solving educational system issues globally and nationally. He won the Africa Center Scholarship, which enabled him to study “Grounding for Doctoral Studies” at Stellenbosch University, South Africa. John is an erudite researcher and a seasoned and versatile teacher of economics and educational administration. He has presented students for external examinations at the secondary level of education with quality grades for the past seven years. He is an astute administrator, educator, and scholar who has published some research findings in conferences and journals. He currently teaches economics and serves as deputy registrar at Buckswood School Nigeria, a branch of Buckswood School Hastings in the United Kingdom.
References
1 Afshan, S., Sobia, I, Kamran, A., & Nasir, M. (2012). Impact of Training on Employees Performance: A Study of Telecommunication Sector in Pakistan. Interdisciplinary Journal of Contemporary Research in Business. 4(6) 13-19
2 Ajamobe, J.O. (2021). Risk Taking Capacity and Entrepreneurship Inclination of Graduates among Postgraduates Students in Public Universities in Lagos State, Nigeria. Jurnal Pendidikan Nonformal, 16(2), pp. 94-103. Retrieved from http://journal2.um.ac.id/index.php/JPN/author/submission/16189
3 Che, M.Z. (2014). The Need for In-service Training for Teachers and its Effectiveness in School. International Journal for Innovation Education and Research 2(11)
4 Cohen, D.K. & Hill, H.C. (2001). Learning Policy when State Education Works New Heaven: Yale University Press.
5 Day, C. (1999) Developing Teachers: The Challenges of Lifelong Learning. London, Falmer Limited
6 Ekpoh, U.I., Edet, A.O., & Nkama, V. (2013). Staff Development Programme and Secondary School Teachers Job Performance in Uyo Metropolis, Nigeria. Journal of Education and Practice 4(12)
7 Eric, C.A. (2013) Development of Teachers’ Academic Performance in Secondary Schools in Etche Local Government Area, River State of Nigeria. Singaporean Journal of Business Economics, and Management Studies 2(4)
8 Ezekiel-Hart, J. (2003). Mentoring as a Quality Assurance Strategy in Primary Schools UBE Forum, 3.
9 Fredrickson, U. (2004). Quality Education: The Key Role of Teachers. Retrieved from www.eiie.org/statusOfteachers/file
10 Garet, M.S., Potter, A.C., Desimore, L.,Birman & Yoon, K.S. (2001). What Makes Professional Development Effective? Result from National Sample of Teachers. American Education Research Journal, 38(4). 915-945
11 Hakan, K. (2013). The Ideas of Geography Teachers about In-service Geaography Training Activities. Academic Journals of Educational Research and Reviews, 8(7), 322 – 337
12 Harbau, M. I. (2014). Assessment of the Impact of Additional Responsibilities of Academic Staff on the Management of Universities in Nigeria. Unpublished PhD Dissertation. Ahmadu Bello University, Zaria, Nigeria
13 Khan, I.M. (2012). The Impact of Training and Motivation on Performance of Employees: A Case Study of Habib Bank and Federal Urdu University of Arts Science and Technology Islamabad Pakistan, Business Review, 7(2), PP 84-95
14 Lawal, H.S. (2004). Teacher Education and the Professional Growth of the 21st Century Nigerian Teachers. Unpublished Seminar Paper. Federal College of Education, Kastina, Nigeria
15 Madumere-Obike, C.U. (2007) Refocusing Teacher Education for Sustainable Development: A Case for Continuous Teacher Development Programmes. Knowledge Review. 15(7), 1-6
16 Omole, A.L. (2004) Training and Retraining: Available of Technological Development. Journal of Industrial Education, 14 (2), pp. 76-85
17 Onuka, A.O.U. & Ajayi, K.O. (2012). Effects of Manpower Development on Workers’ Job Performance. European Journal of Educational Studies 4(3), pp 1-8
18 Zatta, M.C. (2003). Is there a Relationship between Teacher Experience and Training and Students’ Scores on MCAs Alternate Assessment? Boston College PhD Dissertation.