1. The study investigated the influence of staff development programs on secondary school teachers' job performance in Uyo Metropolis, Nigeria.
2. The findings showed that teachers who participated in staff development programs performed better in their job performance in terms of knowledge of subject matter, classroom management, teaching methods, and student evaluation compared to teachers who did not participate.
3. It was recommended that the Ministry of Education and Secondary Education Board should regularly organize training programs for teachers related to subject content, teaching aids, lesson preparation, classroom management, and student evaluation.
The study investigated the effect of headteachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 headteachers and 118 teachers were selected and used for the study. Two sets of questionnaires, one each for headteachers and teachers were used to collect quantitative data. Qualitative data were obtained through semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. The study revealed that headteachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that headteachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of headteachers were essential factors that influence teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organised for both headteachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria by OSIESI Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 10 (Oct. 2020), 48-55. DOI:https://doi.org/10.31149/ijie.v3i10.677 https://journals.researchparks.org/index.php/IJIE/article/view/677/639 https://journals.researchparks.org/index.php/IJIE/article/view/677
The study investigated the effect of headteachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 headteachers and 118 teachers were selected and used for the study. Two sets of questionnaires, one each for headteachers and teachers were used to collect quantitative data. Qualitative data were obtained through semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. The study revealed that headteachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that headteachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of headteachers were essential factors that influence teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organised for both headteachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria by OSIESI Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 10 (Oct. 2020), 48-55. DOI:https://doi.org/10.31149/ijie.v3i10.677 https://journals.researchparks.org/index.php/IJIE/article/view/677/639 https://journals.researchparks.org/index.php/IJIE/article/view/677
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria. by Osiesi Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 7 (Jul. 2020), 111-118. DOI:https://doi.org/10.31149/ijie.v3i7.507. https://journals.researchparks.org/index.php/IJIE/article/view/507/484 https://journals.researchparks.org/index.php/IJIE/article/view/507
Teacher Educators’ and Student Teachers’ Attitude towards Teacher Education P...IJSRP Journal
Attitudes vary at different times of one’s life and are usually determined by several factors such as work environment, job satisfaction and status of the profession. Both student-teachers’ and teacher-educators’ attitudes may affect the quality of teacher preparation program and finally quality of the teacher either positively or negatively. This paper is a focus on the attitude of teacher educators and student teachers towards teacher education programmes in universities. The study adopted a descriptive survey design. The study sample consisted of Bachelor of Education fourth year students drawn from three Public universities and three Private universities, Teacher Educators and Heads of Departments from the faculty of Education. Stratified random sampling was used to select the universities, student-teachers and Teacher Educators. Data was collected using questionnaires, interview schedules, observation checklists and documents analysis. Data was analyzed using descriptive statistics. The study found that a large percentage of the respondents portrayed a negative attitude of teacher education programmes. This may be to the fact that most student teachers and teacher educators enrolled in these programmes, do not have teaching as their professional interest thus join by circumstance. The study recommends the need to conduct screening of individuals before admission in teacher education programmes so as to ensure that only those who are interested and committed to teaching as a profession are enrolled. Keywords: Attitude, Teacher Education Programmes, Enrollment, Teacher Educators, Student Teachers, Public University, Private University
The Implementation of Curriculum Innovation and Islamic Religious Education L...inventionjournals
This study aims to explore curriculum innovation and PAI teaching at Al Azhar integrated SMA in Medan. This research used qualitative approach with four research questions: How does the curriculum innovation, strategy, media and evaluation of PAI learning in integrated Senior high school Al Azhar Medan? Data collection was done through interviews, observation and documentation. The findings of the study are: Curriculum. The Learning used 2013 curriculum with a scientific-based approach, and KTSP curriculum. The method/strategy. The learning model is a goal-oriented, but the majority has shifted towards the process and achievement of competence, although not total. Applied learning methods have also undergone innovation in order to support a smooth learning. Media, media was used quite well, but in order to support a smooth and achievement of learning in line with the principles embodied in the curriculum applied, this fact needs to be improved towards better, both in terms of accuracy, presentation and materials used. Evaluation, applying the evaluation, including: an oral question in class, quizzes, daily tests, individual assignments, group assignments, repeat semester examination, reports practical work or lab reports, response or practice exams, and a final exam.
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
Challenges facing staff development and training: A survey of secondary schoo...inventionjournals
ABSTRACT: The main purpose of this study was to investigate the challenges facing staff development and training needs of teachers of English in secondary schools in Kenya with reference to Kericho County. The objective of the study was to describe factors limiting teachers’ participation in staff development and training programmes. In doing this, the study adopted the needs assessment theory and Frederic Herzerberg’s two factor theory of job motivation and satisfaction. Both theories talk of the need for continuous training of staff in order to increase their productivity. Both qualitative and quantitative research methodologies were used in the study. The study used a survey research design. A total of 25 schools, 50 teachers of English, 25 heads of department and 25 head teachers took part in the study. Simple random sampling technique was used to select the 25 schools out of which two teachers of English from each of the participating schools were randomly picked. All heads of English departments and head teachers of the participating schools took part in the study. Questionnaires were used to collect data from the 50 teachers of English while interview schedules were used to obtain data from the heads of English departments and head teachers. Quantitative data was analyzed using descriptive statistics like percentages and presented using tables, charts and figures, while qualitative data from the heads of departments and head teachers’ interview schedules was coded and analyzed thematically to establish relationships, trends and patterns from which the researcher drew useful conclusions and recommendations. The study established that most of the teachers fell short of the expected competencies under investigation, an indication of the need for more in-service training for serving teachers. The study also established that there were many factors hindering teachers’ participation in the existing staff development and training programmes. The study recommends that in-service training should be structured, regularized, institutionalized and made compulsory for all teachers of English.
The Effect of Competence and Teacher Certification on Performance of “Vocatio...AJSSMTJournal
This study aims to determine the effect of teacher competency and certification on teacher
performance with motivation as an intervening variable. This research is motivated by the still low competency
of teachers, not all teachers who carry out their tasks well, teachers' motivation is still low, teacher's
performance has not reached the target in SMK Kerinci Regency. The research method with a quantitative
approach with the path analysis method. Data collection techniques with questionnaires, observation and
interviews. The respondents of this study were 53 Vocational High School Teachers in Kerinci Regency. The
sampling method uses the total sampling method in which the entire population in this study is the research
sample. Hypothesis testing was calculated with the IBM Statistical Package for Social Science (SPSS) program
version 24.0.
The results of this study found that competence has a significant effect on teacher motivation, teacher
certification has a significant effect on teacher motivation, motivation has a significant effect on teacher
performance, competence has a significant effect on teacher performance, teacher certification has a significant
effect on teacher performance, competence has no significant effect on performance with motivation as an
intervening variable, and teacher certification has a significant effect on performance with motivation as an
intervening variable on Vocational High School Teachers in Kerinci Regency.
USING BLENDED LEARNING IN DEVELOPING STUDENT TEACHERS TEACHI…Hisham Hussein
The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21) – Science (15) – computer (20) – Quran (15)). The research is limited to the students of practical course in the second term of (2010/2011) academic year. Additionally, it investigates teaching skills that are not excelled by student teachers. The research uses observation skill card for teaching skills with pre-post applied, while preparing and implementing a suggested proposal for developing skills of teaching implementation of student teachers, Results of statistical treatment indicated that there were significant differences between means of pre-post treatment in Experimental groups in favor of post treatment. As Students thought, these results indicated that Blended Learning helped them to improve their Teaching skills. More details of the results are discussed in the study.
Administrative Strategies for Motivating Teachers and Students of Agricultura...Premier Publishers
The study identified administrative strategies for motivating teachers and students of agricultural science towards academic performance in Senior Secondary Schools in Abia State. The study was guided by two specific objectives with corresponding research questions and hypothesis. It adopted a survey research design. The target population for the study comprised 780 persons made up of 513 teachers of agricultural science and 267 principals in all the 267 public senior secondary schools. The sample size of the study was 385 persons made up of 225 teachers and 160 school principals. This was determined using Taro Yamane formula (1967). Simple random sampling technique (SRST-without replacement) was used to select the sample size. A researcher-developed structured questionnaire titled: “Administrative Motivation Strategies for Teachers and Students Questionnaire (AMSTSQ)”, validated by 3 experts was used as instrument for data collection. The reliability of AMSTSQ was determined at .87 using Cronbach Alpha Reliability Coefficient Test. Descriptive statistics such as mean and standard deviation were used to analyze the data collected for the study. Hypotheses were tested at 0.05-level of significance using Independent Sample t Test. The study identified 13 administrative strategies for motivating teachers and 10 administrative strategies for motivating students of Agricultural Science towards academic performance in Senior Secondary Schools. Thus, researchers recommended among others that school administrators should adopt the administrative strategies identified by this study to motivate teachers and students of Agricultural Science for improved academic performances in Senior Secondary Schools in Abia State.
Perceived Common Teaching Practices at the College of Management and Business...AI Publications
Professors’ Teaching skills and capabilities are very vital in imparting knowledge to students because unsound information and understanding about concepts that they are to teach their students due to their training insufficiency are likely to be transferred to their students. Therefore, their expertise in their field is important in the teaching-learning process. As cited in the Ozmen’s study (2012) teachers might unintentionally reflect their errors to their students in the teaching process. Teachers should have sound information and understanding about the concepts they are to teach their students. This study determined the Perceived Common Teaching Practices at the College of Management and Business Technology. The categories (Stockfors, 2011) used in determining the common teaching practices were: 1.) Conscious focus on students’ learning; 2.) Develops Good Teacher-Students Relations; and 3.) Broad Knowledge of Learning Processes. The respondents were 203 CMBT students from 1st year to 4th year. Convenience sampling method was used in collecting data. The instruments utilized were questionnaire and unstructured interview. For the Data treatment, Percentages and Weighted Mean were utilized. This result shows that CMBT Professors have common Teaching Practices. Though they don’t have the professional preparation and expertise, they recognize the significance of managing their Teaching Practices.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria. by Osiesi Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 7 (Jul. 2020), 111-118. DOI:https://doi.org/10.31149/ijie.v3i7.507. https://journals.researchparks.org/index.php/IJIE/article/view/507/484 https://journals.researchparks.org/index.php/IJIE/article/view/507
Teacher Educators’ and Student Teachers’ Attitude towards Teacher Education P...IJSRP Journal
Attitudes vary at different times of one’s life and are usually determined by several factors such as work environment, job satisfaction and status of the profession. Both student-teachers’ and teacher-educators’ attitudes may affect the quality of teacher preparation program and finally quality of the teacher either positively or negatively. This paper is a focus on the attitude of teacher educators and student teachers towards teacher education programmes in universities. The study adopted a descriptive survey design. The study sample consisted of Bachelor of Education fourth year students drawn from three Public universities and three Private universities, Teacher Educators and Heads of Departments from the faculty of Education. Stratified random sampling was used to select the universities, student-teachers and Teacher Educators. Data was collected using questionnaires, interview schedules, observation checklists and documents analysis. Data was analyzed using descriptive statistics. The study found that a large percentage of the respondents portrayed a negative attitude of teacher education programmes. This may be to the fact that most student teachers and teacher educators enrolled in these programmes, do not have teaching as their professional interest thus join by circumstance. The study recommends the need to conduct screening of individuals before admission in teacher education programmes so as to ensure that only those who are interested and committed to teaching as a profession are enrolled. Keywords: Attitude, Teacher Education Programmes, Enrollment, Teacher Educators, Student Teachers, Public University, Private University
The Implementation of Curriculum Innovation and Islamic Religious Education L...inventionjournals
This study aims to explore curriculum innovation and PAI teaching at Al Azhar integrated SMA in Medan. This research used qualitative approach with four research questions: How does the curriculum innovation, strategy, media and evaluation of PAI learning in integrated Senior high school Al Azhar Medan? Data collection was done through interviews, observation and documentation. The findings of the study are: Curriculum. The Learning used 2013 curriculum with a scientific-based approach, and KTSP curriculum. The method/strategy. The learning model is a goal-oriented, but the majority has shifted towards the process and achievement of competence, although not total. Applied learning methods have also undergone innovation in order to support a smooth learning. Media, media was used quite well, but in order to support a smooth and achievement of learning in line with the principles embodied in the curriculum applied, this fact needs to be improved towards better, both in terms of accuracy, presentation and materials used. Evaluation, applying the evaluation, including: an oral question in class, quizzes, daily tests, individual assignments, group assignments, repeat semester examination, reports practical work or lab reports, response or practice exams, and a final exam.
Assessment of Prospective Teachers Attitudes towards Teaching Profession: The...iosrjce
Quality education is an indispensable instrument for national development. However the provision of
quality education depends largely on the quality of teachers. Similarly, teacher education programme is
designed to produce teacher with requisite training and sound professional background which requires a
favourable attitude and certain specific competencies. Therefore, the aim of this study is to investigate the
Northwest University, Kano prospective teachers’ attitudes towards profession of teaching. Field of study,
gender and level of study’s influence on their attitude were also examined. A descriptive survey design was
adopted with a sample of 220 prospective teachers selected using a stratified random sampling technique.
Professional Attitude Scale for Prospective Teachers (PASPT) constructed and validated by the researchers was
used to collect data. The data collected were analysed using descriptive statistics and Independent Sample t-test
to test the hypotheses at 0.05 level of significance. Findings revealed that prospective teachers have positive
attitude towards the profession. Similarly, asignificant gender difference was observed in their attitudes towards
the profession. However theresults further showed no significant difference in the prospective teachers’
attitudes towards the profession in relation to field of study and level of study.The implication is that,
thisfavourable attitude towards teaching profession will bring about professional competence in the future
practice.The study recommended among others, that further study should be conducted to investigate the factors
responsible for the favourable or unfavourable attitude of prospective teachers towards teaching profession
which will provide an insight on how stakeholders can bring attitudinal change towards the teaching profession.
he Lesson Study approach is one of the latest efforts in improving the quality of education in Malaysia.The success of Lesson Study in Japan has inspired us to adapt this approach to the education system of Malaysia. By 2015, the Ministry of Education Malaysia has implemented the approach through the Professional Learning Community (PLC) programme in almost every schoolwith the aimof enhancing the quality of education. The learning community contributes a big impact in the lesson study approach by collaborating, discussing and reflectingin order to improve the development of the teaching and learning process. Since the implementation of Lesson Study in Malaysia is still at an early stage compared to Japan, this article therefore aims to focus on explaining how the implementation of open class and reflection had been carried out in Japan. From the observation of open class and reflection during a school visit inJapan, it is found that they have organised a public open class which involved every class in the school for at least once a year
Challenges facing staff development and training: A survey of secondary schoo...inventionjournals
ABSTRACT: The main purpose of this study was to investigate the challenges facing staff development and training needs of teachers of English in secondary schools in Kenya with reference to Kericho County. The objective of the study was to describe factors limiting teachers’ participation in staff development and training programmes. In doing this, the study adopted the needs assessment theory and Frederic Herzerberg’s two factor theory of job motivation and satisfaction. Both theories talk of the need for continuous training of staff in order to increase their productivity. Both qualitative and quantitative research methodologies were used in the study. The study used a survey research design. A total of 25 schools, 50 teachers of English, 25 heads of department and 25 head teachers took part in the study. Simple random sampling technique was used to select the 25 schools out of which two teachers of English from each of the participating schools were randomly picked. All heads of English departments and head teachers of the participating schools took part in the study. Questionnaires were used to collect data from the 50 teachers of English while interview schedules were used to obtain data from the heads of English departments and head teachers. Quantitative data was analyzed using descriptive statistics like percentages and presented using tables, charts and figures, while qualitative data from the heads of departments and head teachers’ interview schedules was coded and analyzed thematically to establish relationships, trends and patterns from which the researcher drew useful conclusions and recommendations. The study established that most of the teachers fell short of the expected competencies under investigation, an indication of the need for more in-service training for serving teachers. The study also established that there were many factors hindering teachers’ participation in the existing staff development and training programmes. The study recommends that in-service training should be structured, regularized, institutionalized and made compulsory for all teachers of English.
The Effect of Competence and Teacher Certification on Performance of “Vocatio...AJSSMTJournal
This study aims to determine the effect of teacher competency and certification on teacher
performance with motivation as an intervening variable. This research is motivated by the still low competency
of teachers, not all teachers who carry out their tasks well, teachers' motivation is still low, teacher's
performance has not reached the target in SMK Kerinci Regency. The research method with a quantitative
approach with the path analysis method. Data collection techniques with questionnaires, observation and
interviews. The respondents of this study were 53 Vocational High School Teachers in Kerinci Regency. The
sampling method uses the total sampling method in which the entire population in this study is the research
sample. Hypothesis testing was calculated with the IBM Statistical Package for Social Science (SPSS) program
version 24.0.
The results of this study found that competence has a significant effect on teacher motivation, teacher
certification has a significant effect on teacher motivation, motivation has a significant effect on teacher
performance, competence has a significant effect on teacher performance, teacher certification has a significant
effect on teacher performance, competence has no significant effect on performance with motivation as an
intervening variable, and teacher certification has a significant effect on performance with motivation as an
intervening variable on Vocational High School Teachers in Kerinci Regency.
USING BLENDED LEARNING IN DEVELOPING STUDENT TEACHERS TEACHI…Hisham Hussein
The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21) – Science (15) – computer (20) – Quran (15)). The research is limited to the students of practical course in the second term of (2010/2011) academic year. Additionally, it investigates teaching skills that are not excelled by student teachers. The research uses observation skill card for teaching skills with pre-post applied, while preparing and implementing a suggested proposal for developing skills of teaching implementation of student teachers, Results of statistical treatment indicated that there were significant differences between means of pre-post treatment in Experimental groups in favor of post treatment. As Students thought, these results indicated that Blended Learning helped them to improve their Teaching skills. More details of the results are discussed in the study.
Administrative Strategies for Motivating Teachers and Students of Agricultura...Premier Publishers
The study identified administrative strategies for motivating teachers and students of agricultural science towards academic performance in Senior Secondary Schools in Abia State. The study was guided by two specific objectives with corresponding research questions and hypothesis. It adopted a survey research design. The target population for the study comprised 780 persons made up of 513 teachers of agricultural science and 267 principals in all the 267 public senior secondary schools. The sample size of the study was 385 persons made up of 225 teachers and 160 school principals. This was determined using Taro Yamane formula (1967). Simple random sampling technique (SRST-without replacement) was used to select the sample size. A researcher-developed structured questionnaire titled: “Administrative Motivation Strategies for Teachers and Students Questionnaire (AMSTSQ)”, validated by 3 experts was used as instrument for data collection. The reliability of AMSTSQ was determined at .87 using Cronbach Alpha Reliability Coefficient Test. Descriptive statistics such as mean and standard deviation were used to analyze the data collected for the study. Hypotheses were tested at 0.05-level of significance using Independent Sample t Test. The study identified 13 administrative strategies for motivating teachers and 10 administrative strategies for motivating students of Agricultural Science towards academic performance in Senior Secondary Schools. Thus, researchers recommended among others that school administrators should adopt the administrative strategies identified by this study to motivate teachers and students of Agricultural Science for improved academic performances in Senior Secondary Schools in Abia State.
Perceived Common Teaching Practices at the College of Management and Business...AI Publications
Professors’ Teaching skills and capabilities are very vital in imparting knowledge to students because unsound information and understanding about concepts that they are to teach their students due to their training insufficiency are likely to be transferred to their students. Therefore, their expertise in their field is important in the teaching-learning process. As cited in the Ozmen’s study (2012) teachers might unintentionally reflect their errors to their students in the teaching process. Teachers should have sound information and understanding about the concepts they are to teach their students. This study determined the Perceived Common Teaching Practices at the College of Management and Business Technology. The categories (Stockfors, 2011) used in determining the common teaching practices were: 1.) Conscious focus on students’ learning; 2.) Develops Good Teacher-Students Relations; and 3.) Broad Knowledge of Learning Processes. The respondents were 203 CMBT students from 1st year to 4th year. Convenience sampling method was used in collecting data. The instruments utilized were questionnaire and unstructured interview. For the Data treatment, Percentages and Weighted Mean were utilized. This result shows that CMBT Professors have common Teaching Practices. Though they don’t have the professional preparation and expertise, they recognize the significance of managing their Teaching Practices.
Staff Development and Training Needs That Teachers of English Desire to Parti...inventionjournals
ABSTRACT: The main purpose of this study was to investigate the staff development and training needs that teachers of English desire to participate in with reference to Kericho County. The objective of the study was to: identify the staff development and training programmes that teachers of English desire to participate in, In doing this, the study adopted the needs assessment theory. The theory talks of the need for continuous training of staff in order to increase their productivity. Both qualitative and quantitative research methodologies were used in the study. The study used a survey research design. A total of 25 schools, 50 teachers of English, 25 heads of department and 25 head teachers took part in the study. Simple random sampling technique was used to select the 25 schools out of which two teachers of English from each of the participating schools were randomly picked. Te study used questionnaires to collect data from the 50 teachers of English. Quantitative data was analyzed using descriptive statistics like percentages and presented using tables, charts and figures. The study established that there is a discrepancy between the training needs of teachers of English and what was offered through the existing staff development and training programmes. Most of the teachers fell short of the expected competencies under investigation, an indication of the need for more in-service training for serving teachers. The study recommends that a thorough needs assessment should be carried out to clearly establish the training needs of teachers before implementing any training programmes.
Assessment of Feedback Given by Cooperating Teachers to Student-TeachersPremier Publishers
Effective feedback from cooperating teachers is of paramount importance in promoting student- teachers’ professional development. Taking this into consideration, the current teachers training program requires cooperating teachers to take part in practicum and provide written and oral feedback to student-teachers assigned to them. The current study, therefore, tried to investigate the nature and effectiveness of feedback given by cooperating teachers to student teachers. A questionnaire and interview were used to gather the necessary data. The findings of the study suggest that most of the subjects were satisfied by the practice teaching. The other outcome of the study is that most cooperating teachers observed their student-teachers’ classes very infrequently and gave them insufficient feedback. In addition, the feedback was given mainly orally and its focus was limited to few aspects of teaching. On the basis of these findings, the paper concludes that the feedback given by cooperating teachers is not as supportive and varied as it should be.
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeri...AJHSSR Journal
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Staff development programmes and secondary school teachers'
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.12, 2013
217
Staff Development Programmes and Secondary School Teachers'
Job Performance in Uyo Metropolis, Nigeria
Ekpoh, Uduak Imo*, Edet, Aniefiok Oswald and Nkama, Victoria Inyang
Department of Educational Administration and Planning, University of Calabar, Calabar – Nigeria, Email:
druduakekpoh@yahoo.com
Abstract
Staff development programmes act as a catalyst for teachers effectiveness. It is a potent means of updating
teachers' skills and knowledge for improving instruction and learning. This study was carried out to investigate
the influence of staff development programmes on secondary school teachers' job performance in Uyo
Metropolis, Nigeria. A single hypothesis guided the study. Data were collected using two sets of questionnaires
titled "Staff Development Programme Questionnaire" (SDPQ) and "Teachers' Job Performance Questionnaire"
(TJPQ). SDPQ was administered on 450 teachers while TJPQ was administered on 1800 students to assess
teachers' job performance. Data collected were analyzed using Independent t-test statistic at 0.05 level of
significance. Findings showed that teachers who participated in staff development programmes were more
effective in their job performance than those who did not, in terms of knowledge of subject matter, classroom
management, teaching methods and evaluation of student's work. It was recommended among others, that the
Ministry of Education and State Secondary Education Board in Akwa Ibom State should on a regular basis
organize training programmes for teachers. Such programmes should relate to subject contents, use of teaching
aids, lesson preparation and delivery, classroom management and student's evaluation.
Keywords: Staff development programmes, job performance, secondary school teachers.
1. Introduction
Teachers constitute an important factor in the implementation of the curriculum. The quality of teachers is
known to be a key predictor of students performance. Stressing this point, Hammad (2001) points out that the
simple most important determinant of what students learn is what teachers know. Teaching as a profession
demands continuous development of knowledge and ability through training programmes. Such training
programmes include workshops, conferences, seminars, induction and orientation for new staff, refresher
courses, in- service training and so on.
Staff development has been accepted as an effective method of increasing the knowledge and skills of teachers in
order to enable teachers to teach more effectively. According to Lawal (2004), staff development programmes
for teachers are important aspects of education process that deal with the art of acquiring skills in the teaching
profession. They are essential practices that enhance subject mastery, teaching methodology and classroom
management. The objective of staff development programmes is that it ensures the promotion of professional
growth, helps to improve pedagogical skills, keeps teachers abreast with new knowledge, meets particular
needs, such as curriculum development and orientation, helps in leadership responsibility, helps new teachers to
adjust to teaching field, helps to promote mutual respect among teachers and recognizes the need for modern
teaching methods( Madumere-Obike,2007).
In Akwa Ibom state, the State Secondary Education Board employs both professional teachers and non-
professional teachers. Most of the professional teachers have not received any other form of training after the
initial pre-service training. The non- professionals have never received any form of training in the art of
teaching, neither were they properly inducted into the school system. Thus making them ill prepared for the task
of imparting knowledge. Uche and Enukoha (2004) points out that teaching is a profession, therefore all who
desire to work as teachers should be well groomed in the art of teaching. Brennen (2001) asserts that new
teachers are faced with several challenges upon beginning their teaching career; such as: class assignment,
classroom discipline and management, demanding teaching loads with assignment of extra duties, motivating
students, dealing with individual differences among students, assessing students and so on. Hence the need to
provide effective staff development programmes which will assist novice teachers as they begin their teaching
career.
Mohammed (2006) noted that many teachers after graduation have little or no opportunity for re-training and
their training ends as soon as they graduate with no opportunity for updating their knowledge and skills by
attending seminars, workshops and conferences that will subsequently enhance their knowledge and skills and
their classroom teaching. Subscribing to this view, Esu (1997) observed that there has been greater awareness
2. Journal of Education and Practice www.iiste.org
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that teachers who were trained some few years ago are not adequately equipped for effective teaching except
complemented by in-service training. She further stated that the 2-3 years teacher preparation programmes in
higher institutions of learning do not adequately prepare teachers for the teaching job, as there are too many
grounds to be covered in the teacher preparation programme.
To take care of the inadequacies of pre-service teacher preparation, the Federal Republic of Nigeria (2004) in
the National Policy on Education made provision for development of teachers by stating that teacher education
shall continue to take cognizance of the changes in methodology and in the curriculum, and that in- service
training for teachers and head teachers shall be regulated. This therefore emphasizes the importance and the
need for every staff to be constantly renewed, upgraded and updated in his or her knowledge to be refreshed and
to keep abreast with the rapid changing society through staff development programmes.
Teachers' job performance has been one of great concern to stakeholders in education of recent in Akwa Ibom
State, given the deteriorating academic performance of secondary school students in external examinations
(Ekpoh, 2007). A lot of people, notable among them: parents, students, government and even teachers
themselves have expressed dissatisfaction with the quality of teaching and learning that takes place in the
schools. In spite of improved academic and professional qualification of teachers and huge government
investment in education, secondary school system has failed to produce people who can contribute to solve the
problem of the society. Akwa Ibom State government on its part has made substantial moves to improve
teachers' work performance through such measures as increased and regular salaries, provision of car loans,
regular promotions and yet to no avail. In his contribution for a solution to poor job performance, Mgbekem
(2002) suggested staff development as a very important tool for improving the skills and performance of
employees in an organization. As pointed out by Odden, Archibald, Fermanich and Gallager (2002), effective
professional development produces changes in teachers' instructional practices which can be linked to
improvements in students' academic achievement. This therefore implies that staff development practices are
effective motivational strategies for skill and knowledge acquisition for enhanced teachers' job performance.
The purpose of this study is to find out if there is any relationship between provision of staff development
programmes and teachers' job performance in Uyo Metropolis, Akwa Ibom State, Nigeria.
2. Literature review
Numerous studies exist on the relevance of development programmes for practicing teachers. For instance,
Mohammed (2006), Madumere- Obike (2007), Ntukidem and Etudor (2003) have continued to stress on the
importance of continuing professional development for the teachers who are the ones to translate the training
acquired to better classroom practices. Continuing staff development programmes for teachers is about
reinforcing all the dimensions of good teaching throughout a teachers' career. It is a means of increasing the
competence level of teachers in a way that would enable them to contribute to a knowledge base that would in
turn also contribute to development of teaching as a profession.
Previous studies have shown that successful staff development practices can impact on teachers' job
performance in and out of the classroom (Saks,1996., Andrews, 2002., Borich, 2003, and Villegas-Reimers,
2003). A study by Cohen and Hill (2001) found that teachers whose in- service training were focused on the
curriculum can teach well when what has been learnt were applied in the classroom. The study also showed that
students' achievements are usually good if their teachers participated in training that focused on the curriculum.
Similarly, Garet, Porter, Desimone, Birman and Yoon (2001) studied teachers' involvement in an in-service
training that emphasized on mathematics and science subjects. They discovered that teachers were more
prepared to implement changes in teaching practice, as well as improve their knowledge and teaching skills
when the training was much related to daily experiences and parallel to assessment.
Zatta (2003) conducted a study on the effectiveness of the Massachusetts curriculum assessment system (MCAS
- AlT) on disabled students' achievement. The study arrived at an important finding that teachers' involvement in
professional development activities can have a positive impact on teachers' performance. Similarly, Desimone,
Porter, Garet, Yoon, and Birman(2002), conclude from their longitudinal study that professional development
characterized by "active learning", where teachers are not passive recipients of information....boast the impact of
professional development activities. Ntukidem and Etudor (2003) conducted a study on principals' provision for
3. Journal of Education and Practice www.iiste.org
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professional growth and teachers' job effectiveness. A total of 400 teachers were selected as samples and
analysis of the study found that, making provision for the professional growth of teachers often led to greater
teacher effectiveness. Given the importance of staff development programmes in the career of serving teachers,
there seem to be no alternative to sustained, continuous staff development practices.
3. Statement of problem
Akwa Ibom State Secondary Education Board has on its staff list both professional and non-professional
teachers. Most of the professional teachers have not received any form of in-service training after their pre-
service training to update their skills and knowledge in a fast changing and technology driven world. Neither do
the non-professional teachers, most of whom are not well versed in the art of imparting knowledge and are often
found wanting in the discharge of their duties.
Administrators of education and school heads rarely organize in-service training, conferences, seminars,
refresher courses or workshops for secondary school teachers to improve themselves in spite of their critical role
in bringing about teachers' effectiveness. Most teachers who undergo post qualification training do so on their
own. Staff development programmes are meant to help employees to increase their knowledge and perform their
roles effectively. Since the quality of any educational system depends to a great extent on its teachers, it is
imperative that provisions are made for staff development programmes for teachers to develop themselves.
Given the new educational challenges, there is a growing concern that the preparation of teachers need to be
enhanced for them to be fully effective in the discharge of their duties. The problem of this study, is to examine
if teachers participation in staff development programmes relates to their job performance. To achieve the aim
of this study, a single hypothesis has been developed to guide the study thus:
There is no significant difference between teachers who participate in staff development programmes and those
who do not in their job performance in terms of:
a. knowledge of subject matter.
b. Classroom management.
c. Teaching methods/aids.
e. Evaluation of students' work
4. Methodology
The method adopted for this study was the survey design. Uyo metropolis in Akwa Ibom State, Nigeria was
used as the study area. A population of 1,093 secondary school teachers in 2011/2012 academic year was used to
enhance the study. From the 18 public secondary schools that exist in Uyo metropolis, twenty five (25) teachers
per school were sampled for the study, giving a total sample size of 450 teachers. Four students were randomly
selected per each of the teachers' class to assess teachers' job performance and this gave rise to a total of 1,800
students.
To acquire relevant data for the study, two sets of questionnaires were designed by the researchers: Staff
Development Programme Questionnaire (SDPQ) for teachers and Teachers' Job Performance Questionnaire
(TJPQ) for students. The responses to SDPQ were designed on the basis of a 4-point Likert scale ranging from
strongly agree (4points), agree (3points), disagree (2points), to strongly disagree (1point). Reflected on SDPQ
were provision for in-service training (6 items), provision for staff attendance at conferences (6 items) and
provision for staff attendance at seminars (6 items). For Teachers' Job Performance Questionnaire (TJPQ), items
included teachers' knowledge of subject matter (6 items), classroom management (6 items), teaching
methods/aids (6 items) and evaluation of students' work (6 items). The students were to score their teachers over
a range of 1-10 with one (1) representing very poor or ineffective and ten (10) representing very good or
effective.
The reliability indices of the two questionnaires were established using test-retest method with 50 teachers and
50 students not used in the study. The reliability coefficient of the variables was established using Pearson
Product Moment Correlation analysis and the indices of the variables ranged between 0.65 and 0.93, thus making
the instrument good enough to justify its use in the study.
4. Journal of Education and Practice www.iiste.org
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Distribution of the questionnaire was done by the researchers with the help of research assistants in each of the
schools selected for the study. All the questionnaires distributed were successfully retrieved. Data collected were
analyzed using independent t-test statistics. The hypothesis was tested at 0.05 level of significance with 448
degrees of freedom.
5. Results
The Hypothesis of this study stated that "there is no significant difference between teachers who participate in
staff development programmes and those who do not, in their job performance". The independent variable is this
hypothesis is staff development programmes and the dependent variable is teachers' job performance and this
was subdivided into four dimensions namely, knowledge of subject matter, classroom management, teaching
methods/aids, and evaluation of students. To test this hypothesis, scores of teachers from staff development
programmes and job performance were analyzed using Independent t-test statistics. Result of the analysis is
shown in Table 1.
Table 1
Independent t-test analysis of the difference between teachers who participate in staff development
programmes and those who do not in their job performance (N=450).
Variable Groups N Mean SD t
Knowledge of
subject matter
Classroom management
Teaching method
Evaluation of students
Work
Attendance
Non-attendance
Attendance
Non-attendance
Attendance
Non-attendance
Attendance
Non-attendance
165
285
165
285
165
285
165
285
32.61
27.93
31.89
27.62
31.08
26.41
32.47
27.40
2.48
3.18
3.45
11.17
3.43
3.55
3.11
4.02
16.3*
4.78*
13.62*
13.98*
P >.05; df=448; critical t = 1.96
The result of the analysis in Table 1 indicates that the calculated t-values of 16.23, 4.78, 13.62, and 13.98 are
respectively higher than the critical t-value of 1.96 at.05 level and with 448 degrees of freedom. With regards to
this result, since the calculated t-values were greater than the critical t-value, the null hypothesis is rejected and
the alternate hypothesis is retained. This implies that there is a significant difference between the job
performance of teachers who attend staff development programmes and those who do not in all the four
dimensions of job performance.
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6. Discussion of findings
The findings of the study have revealed that there is a significant difference between the job performance of
teachers who participate in staff development programmes and those who do not, in terms of knowledge of the
subject matter, classroom management, teaching methods and evaluation of students work. Teachers who were
exposed to staff development programmes were more effective in their job performance than those who were
not. Implied in this finding is the fact that staff development plays a very important role in raising teachers'
teaching performance, raising the interest of the teachers towards the subject they are teaching and the teaching
profession, as well as, raising their self confidence.
This finding is in agreement with earlier studies conducted by Ntukidem and Etudor (2003), Garet et al (2001),
Darling-Hammond, (2000) and Zatta (2000). Their studies indicated that staff who were exposed to training
programmes performed more effectively in their classroom job than those who were not. Similarly, the outcome
of this study confirms an earlier finding by Cohen and Hill (2001) that teachers whose training programmes
focused on the curriculum taught well when what was learnt were applied in the classroom. The study further
revealed that students' achievements were also good. The outcome of this research further confirm the view of
Esu (1997) that the 2-3 years teacher preparation programmes are inadequate to prepare teachers for teaching
job.
Apparent from this finding is that, provision of staff development programme is imperative in enhancing
teachers' effectiveness in the discharge of their duties in the secondary school system in the areas identified in
this study. Thus, teachers need to be regularly provided with opportunities for them to improve their knowledge
of the subject they teach and the teaching skills they had acquired in the pre-service courses they offered. This is
based on the recognition that we are living in a rapidly changing world such that whatever knowledge and skills
teachers learnt in their pre-service training becomes stale very fast, just as new challenges and realties emerge in
the socio-economic and political environment (Mohammed 2006). To meet the needs of the changing world,
there is need for continuous staff development programme. A well packaged staff development programme with
current issues in education is likely to further equip teachers with more techniques and competences to discharge
their duties effectively.
7. Conclusion
This study has shown that there is a relationship between staff development programmes and teachers' job
effectiveness. Teachers need to be continuously exposed to training programmes to update their skills and
knowledge in the light of a changing educational system, so as to improve their teaching effectiveness. Effective
staff development practices will produce effective teachers and ultimately successful students. Going by the
words of Hammad (2001), if we want to improve students' learning, invest in teachers' learning.
8. Recommendations
From this research outcome, it is recommended as follows:
i. Ministry of Education and State Secondary Education Board in Akwa Ibom State should on a regular
basis organize training programmes for teachers. Such programmes should relate to the subject contents,
use of teaching and lesson preparation and delivery, classroom management and students evaluation.
ii. There should be formal policy guidelines for training of teachers. Opportunity should be made for
teachers to attend training programmes at least once every academic year.
iii. Adequate funds should be provided by the Ministry of Education for training programmes. A unit in the
Ministry of Education should be created for training purposes.
iv. Serving teachers should be encouraged to undergo training programmes for self improvement and this
should be government sponsored.
v. Teachers should be involved in planning staff development programmes. The involvement of teachers
will guarantee that the training programmes meet their needs and interest. Also, they will be able to
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advise on the type of training needed to meet their needs, and will be able to provide meaningful
feedback.
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