TABLE OF CONTENTS
Abstract
CHAPTER ONE
1.0 Introduction
1.1 Background of Study
1.2 Statement of Problems
1.3 Research Objectives
1.4 Research Question
1.5 Research Hypothesis
1.6 Scope of Study
1.7 Significance of study
1.8 Limitation of study
1.9 Definition of terms
CHAPTER TWO
2.0 Literature Review
CHAPTER THREE
3.0 Research methodology
3.1 Research Design
3.2 Population of study
3.3 Sampling Design and Procedure
3.4 Data Collection Instrument
3.5 Administration of Data Collection Instrument
3.6 Methods of data analysis
CHAPTER FOUR
4.0 Data Presentation and Analysis
4.1 Data Presentation
4.2 Test of Hypothesis
CHAPTER FIVE
5.0 Summary, Conclusion and Recommendation
5.1 Summary
5.2 Conclusion
5.3 Recommendation
References
Questionnaire
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Onuoha and Uzodinma (2000), state that once an organization has employed those it considered qualified, suitable and competent to perform those jobs for which they were hired, it must embark on an effective training and development programme that is necessary to enhance the productive capabilities of the newly hired employees, while it also embarks on training and retratining the old workers or employees in order to maximize their productivity. Gardner (1993), defines training as an organized procedure by which people learn knowledge and or skills for a definite purpose. It is a process for equipping employees, particularly the non-managerial employees. Training would enable employees to improve on their performances and when they improve on their performances, it will bring about high and increased productivity in an organisation or an institution. According to Uzorue (1994), the objective of training and retraining teachers in the school sector is majorly to enable them to perform their work well in the school and bring about high work performance of the teachers and high academic achievement of the students.
Uzorue opines that the teacher’s job is a tedious one, which requires skills and proficiency to carry out effectively. Therefore, training of teachers is a sine qua non in the teaching profession. Ayodele (2001) lent credence to the opinion of Uzorue (1994), by stating that there is a great difference between the work performance of teachers who are well trained and those who are not. He further claimed that there is a difference in the work performance of teachers who are experienced as a result of training and long service and non-experienced ones who may not have probably underwent training as professional teachers. As Uzomah and Amaonye (1991) put it, because of the fact that ours is a world that is currently undergoing rapid changes, particularly in the area of skill acquisition and technological capability, training is therefore, not exclusively reserved for newly employed staff, but also for the old ones as well. It is therefore, important for the purpose of enhancing individual performance that training and developing should be made a continuous process that should last through an employee’s working life. This is because low and middle level teachers need to adapt to new skills and technologies while managers of the school (principal’s) and other top management personnels in the school need deeper knowledge and understanding of their jobs, the jobs of others, and a good understanding of where and how their jobs fit into the wider school pattern an understanding of government activities and societal constraints and a sensitive social awareness of the environment within which the school as an organization operates.
According to Gerald (1998), training of staff is important in the following ways: to remove performance deficiency; to match the employees’ abilities with the job requirements and organizational needs; to enhance organizational viability and the transformation process, to cope with the new technological advancement; to improve quality and quantity of work; to improve productivity and efficiency; to help staff cope with increased organizational complexity resulting from increased mechanization automation. Training, sometimes, may be undertaken to enhance employees’ self-esteem; to boost staff morale and thereby improve organisational climate, especially, in the school.
1.2 Statement of the Problem
Training is very essential in the creation of high productivity of staff, especially teachers in the school system. When teachers are not trained, it brings about emptiness in teaching and learning process. According to Adekunle (1995), non-trained teachers in the school are not only cheats, they are not helping the school system to grow and develop. People who teach in the school without having the required qualities and passing through the rigorous of training, are the causes of low standard of education and low students’ academic performance.
The school system in Nigeria, has the problem of untrained teachers who have greatly infiltrated into the teaching profession, because they think that teaching is all-comers’ job. They think that everyone knows how to teach, but they forget that not everyone is trained to teach. Untrained and inexperience teachers lack the mastery of content (what to teach), the methodology (how to teach). Any teachers who do not possess the mastery of both what to teach and how to teach cannot be said to be a teacher in the first place. Untrained and teachers therefore, lack the skills and the capabilities to achieve the goods in teaching and learning process.
1.3 Purpose of the Study
The main purpose of the study is to examine the teachers’ training and work performance in selected secondary schools in Mainland Local Government Area of Lagos State. Other objectives of the study include:
(1) To find out whether training affects teachers’ productivity in the school.
(2) To evaluate the training needs of teachers in the school.
(3) To investigate whether there is difference between the productivity of trained teachers and untrained ones.
(4) To differentiate the productivity of male and female teachers in the school.
(5) To find out whether there is a relationship between training of teachers and academic performance of students in the school.