ABSTRACT
The researcher carried out a study on Training and Manpower Development as Correlates of Teachers’
Productivity in Selected Secondary Schools in Aguda Local Government Area of
Lagos State. Survey research design was used for this study. The population
of the study constitutes all the teachers in the selected secondary schools in
Aguda Local Government Area of Lagos State. The sample size used for this study
comprise 160 respondents, made up of 100
female teachers and 60 male teachers 16 teachers from each of the 10 selected
secondary schools. A simple random sampling technique was used for the sample
selection. The instrument for data collection was a self-made questionnaire
designed on a four-point Likert Attitude scale of Strongly Agree (SA), Agree
(A) Disagree (D) Strongly Disagree (SD). The questionnaire comprised of
sections A and B, section A comprise the bio-data of the respondents while, the
section B comprise the question items. The researcher visited, the various
schools sampled with questionnaire to meet with the school authority and the
respondent inorder to administer the instruments to the respondents for data
collection. The purpose of the study was explained to them by the researcher
before the administration of the questionnaire and this took the period of five
working days. The researcher collected back the questionnaire after the
completion by the respondents without any of them missing. The data collected
was analyzed using the simple percentages for the research questions while the
research hypotheses were tested using the pearson product moment correlation
co-efficient at 0.05 level of significance. The result of the analysis shows
that training and development has a significant impact on teachers’
productivity there is a significant relationship between years of experience
and teachers’ productivity, there is no signification relationship between
qualification and teachers’ productivity and that there is a high significant
relationship between motivation and teachers’ productivity. It was recommended
among others that for organizations to succeed there is need for continuous training
and development of the human resources therefore teachers require workshops
seminars and other forms of in services training which will facilitate their
job performance.
TABLE OF CONTENTS
Pages
Title Page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of Contents vi
CHAPTER ONE: INTRODUCTION 1
1.1 Background
to the Study 1
1.2 Statement
of the Problem 6
1.3 Purpose
of the Study 7
1.4 Research
Questions 7
1.5 Research
Hypotheses 7
1.6 Significance
of the Study 8
1.7 Scope and
Delimitation 9
1.8 Definition
of Key Terms 9
CHAPTER
TWO: REVIEW OF RELATED LITERATURE 10
2.1 Conceptual Definition of Training and
Human Resource Development 11
2.2 The Concept
of Productivity 24
2.3 Training/Human
Resource Development and
Teacher’s Productivity 28
2.4 The Need for Professional Development 38
2.5 Teachers’ Qualification and Years of
Experience 41
2.6 Motivation
and Teacher’s Productivity 52
2.7 Summary
of Review 61
CHAPTER THREE: METHODS AND PROCEDURE 63
CHAPTER FOUR: PRESENTATION of DATA AND RESULTS 67
4.0 Introduction 67
4.1 Analysis of Research Questions 67
4.2 Summary of Major Findings 74
CHAPTER FIVE: DISCUSSION OF FINDINGS,
CONCLUSION AND RECOMMENDATION 75
5.0 Introduction 75
5.1 Discussion of Findings 75
5.2 Conclusion 79
5.3 Recommendations 80
5.4 Suggestion for Further Studies 81
References 82
Appendix 89
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
It is
literally impossible for any individual to learn a job or enter a profession
and remain in it for long with his her skills basically unchanged. This is more
changing organization like a school that must adapt to changing societal
demands and instructional methodology. Thus, no matter how excellent the
pre-service preparation and how well qualified school personnel are at the time
of employment, efforts should be made to develop them personally and
professionally on a regular and continuous basis (Alabi 2009).
Building
human capital has been recognized in recent times as crucial to the overall
development of any nation. The best thing Nigeria can give to its citizens is
quality education, which opens the doors to development and progress. The
importance of developing human capital cannot be over-emphasized as it acts as
a catalyst for change for a better future, for individuals to realize their
full potentials in the acquisition of knowledge and skills.
It is
apparent that the world democracies that are doing well are those whose education systems are producing well-educated citizens, who can
understand what is involved in life and are not ethnic biased (Anya, 1999).
The
schools need well qualified staff to provide quality learning experience for
students in line with the saying "no school can be greater than its job
requirement within the school system demands that personnel must be well
developed. It is important to develop the teachers that directly impart
knowledge to students, resulting ultimately in successful achievement of the
goal of education (Nwagbara, 1999).
Training
both physically, socially, intellectually and mentally are very essential in facilitating not only the level of productivity but also the development of personnel in any organization.
Therefore,
training can be put in a context relevant to school
administrators. However, knowledge IS the ability, the skills, the understanding, the information, which every individual requires in order to be
able to function effectively and perform efficiently (Garuba, 2006).
According
to. Olaniyan and Lucas (2008) human resources are the most valuable assets of
any organization, with the machines, materials and even the money, nothing gets
done without manpower. Abiodun (1999).·
Submitted
that training is a systematic development of the knowledge, skills and
attitudes required by employee to perform adequately on a given task or job. It
can take place in a number of ways, on-the-job or off-the-job; in the
organization. Martins (2004) observed that staff training and development is a
work activity that can make a very significant contribution to the overall
effectiveness and profitability of an organization. The effectiveness and
success of an organization therefore lies on the people who form and work
within the organization. It follows therefore that for the employees in an
organization to be able to perform their duties and make meaningful
contribution to the success of the organizational goals, they need to acquire
the relevant skills and knowledge in appreciation of this fact, organizations
like educational institutions, conduct final training and development
programmes for the different levels of their manpower.
According
to Oyekan (2001) training is the improvement of the knowledge and skill of
employees in terms of behaviour, attitudes, skills, knowledge, perception and
in the performance of their duties. Nwosu (2008) see training as the organized
procedure by which people learn knowledge and skills for a particular purpose
while development is broader in scope than training and is considered to be
formal education in schools, colleges and universities while training is seen
as a vocation and takes place in workshop and organizations. Development is
concerned with knowledge and understanding while training is the acquisition of
mechanical skills. According to Shittu (2003) training
is a process of learning a sequence of programmed behaviours. It has to do with
job related activities capable of being broken and analyzed to determine the
best way to perform certain tasks. Staff development helps educators keep
abreast of expanding knowledge based on education, so they can continuality
refine their conceptual and craft skills. According to Lawal (2003).
It is
important to develop the teachers that directly impart knowledge to students;
the school heads that supervise, guide and support the teachers, and other support staff that make the work of the teachers and the school
heads easier. It is only then that appropriate and adequate knowledge can be
imparted to the students, resulting in successful achievement of the goals of
education (Nwosu, 2008).
In-service
education could be formal or informal. The formal type is obtained through attendance at institutions of higher learning and knowledge is acquired through formal teaching and learning for the award of certificates, diplomas, or degrees. The successful completion of the
programme attract higher income and a higher status in the society.
Above
all it opens up new avenue for further education of the serving teacher.
Reiterating, Alozie (2006) activities of the formal type of in-service education include
conferences, consultations services, correspondence courses, demonstration
teaching, exchange teaching, extension courses, summer study, faculty meetings,
workshops, orientation prgorammes and others.
The
informal type of in-service education is the most common type among Lagos State Teachers. These include: participation in professional books,
journals, newspapers, listening and watching the electronic media. Chris (2006)
submitted that training and development aim at developing competences such as
technical, human, conceptual and managerial for the furtherance of individual
and organizational growth. Also Egbe (2002) postulated that the process of
training and development is a continuous one.
The
need to perform one's job efficiently and the need to know how to lead others are sufficient reasons for training and development and the desire
to meet organization's objectives of higher productivity, makes it absolutely
compulsory.
It is
against this background training human resource development correlates of teacher's productivity in selected secondary schools, inAguda
Local Government Area of Lagos State.
1.2 Statement of the Problem
Trained
manpower and productive labour force are two major aims of education. Education generates skilled labour force that is capable moving economic growth and national development forward. Nowadays the labour
force in the country shows negative symbols depicting that is not well with
education.
This
is why Ogunsola (2007) quoting senator Olabiyi Durojaiyue
commented saying "the stark reality on ground is that the standard education in Nigeria has fallen lamentably and abysmally over the year. There
is a general outcry about poor performance of secondary school students in
internal and external examinations.
Akubuiro
and Joshua (2009) observed that in recent times there has been complaints that the standard of education is fallen. Research reports and general observations make it obvious that the quality teachers is low, since they are not given opportunity for training and development programmes.
All these and more, necessitate the study of training and
human resource development as correlates of teachers' productivity in selected
secondary schools in Aguda Local Government Area, Lagos State.
1.3 Purpose of the Study
The
purpose of this study is to:
v Examine the impact of
training/ development on teachers' productivity
v Determine the relationship
between years of experience and teachers' productivity .
v Assess the relationship
between qualification and teacher's productivity .
v Examine the relationship
between motivation and teacher’s productivity .
1.4 Research Questions
The
following questions are to be answered in this study:
Ø
What is the impact of training/ development
on teachers' productivity?
Ø
Is ·there any significant relationship
between years of experience
and teachers' productivity?
Ø
Is there any significant relationship between
motivation and teachers' productivity?
1.5 Research Hypotheses
The
following hypotheses will be tested in the study:
·
Training/development has no significant
impact on teachers' productivity.
·
There is no significant relationship between
years of experience and teachers' productivity.
·
There is no significant relationship between
qualification and teachers' productivity.
·
There is no significant relationship between
motivation and teachers’ productivity.
1.6 Significance of the Study
The
following stakeholders in education will benefit from this study:
Teachers
will benefit from this research work because they will be sensitized on the need to acquire more and relevant knowledge and skill which
will in turn, enhance their instructional methods and boost the quality of
teaching and learning.
Students
will benefit hence they will be tutored by well groomed teachers who are
acquainted with new trends and innovations in the art of teaching and this will
culminate in great improvement on students' academic achievement, in secondary
schools.
The
society on the other hand, will profit, because the products of our educational
system will be of a higher quality and this will enhance the nation's economic
and technological development.
1.7 Scope and Delimitation
This
study will cover 10 secondary schools in Aguda Local Government Area of Lagos
State.
1.8 Definition of Key Terms
Ø
Training: This describes the process
of learning to perform certain tasks. It is also defined as a systematic
development of skills, knowledge and attitude required to perform certain
tasks.
Ø
Manpower: This could be defined as
human resources in an organization. It can also be referred to as the labour
force in an organization. Development: It is the gradual changes in
attitude, knowledge and skill
acquired by an individual or group of people.
Ø
Correlates: These
entail things or factors involved in a process things that set the pace for a
phenomenon to occur.
Ø
Teachers: Are those who are trained
in the knowledge and skill I imparting knowledge to the
learners.
Ø
Productivity: This
is defined as the result of a task performed for instance, in a school
setting, productivity is measured in line will the performance of students in
the three domains of learning
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