CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Every organisation is expected to be committed in creating an equitable and motivating working environment to empower members. Staff development is seen by Support Council Education Service (2004) as one of the main roots of achieving this commitment. Staff development programmes is, therefore, a process designed to improve job understanding, promote more effective job performance, and establish future goals for career growth. It helps staff in understanding their responsibilities. It is the opportunities available to new and experienced teachers and teaching assistants (paraprofessionals). These activities are designed to improve the quality of classroom instruction and enable individual to grow professionally.
Every society requires adequate human and material resources to improve its social organisation, preserve the culture, enhance economic development and reform the political structures. Education is often seen as a prerequisite for quality manpower development and creation of wealth, a sure path to success in life and service to humanity. Thus, teachers have important role to play to adequately prepare the young for their roles in the society in order to achieve the set national objectives. Teachers‟ influence is always felt in every aspect of the society. All other professionals and workers within the society have at one time or the other passed through the tutelage of a teacher and thus whatever they now become is a direct outcome of what teachers have passed on to them (Okemakinde, Adewuyi &Alabi 2013).
Syeda, Nighat & Syeda (2012), Education is extremely important not only for the success of an individual but for the nation as well. Education is defined as to develop knowledge, skills and character of the students. Its major objective is to make an
individual learn about how to level with the society by developing intellect, equipping one‟s self to deal with the reality of life and by facilitating realization of self-potential and latent talents of an individual. Education encompasses teaching and learning specific skills, positive judgement, well developed wisdom and profoundness (Syeda, Nighat & Syeda 2012). A successful teacher is required to be equipped with the characteristics like mastery of subject matter, professional training, sound physical and mental health, devotion and dedication to his profession (Syeda, Nighat & Syeda 2012). The teacher of today is an individual who is not only interested in children‟s acquired knowledge and skills but also equally involved in his total development.
Considering the crucial role of teacher in the academic achievement and overall development of his pupils, it is imperative that a teacher should possess qualities like command on the subject, moral and mental fitness, devotion to the profession and appropriate skill to perform his duties for the achievement of the coveted objectives. A teacher has to play many roles in an educational set up. He is supposed to work simultaneously as “authority figure, leader, knower, director, manager counsellor and guide”, whereas at the same time he is supposed to play such roles as friend, confidante, and parent as well. In this regard, a teacher is not a mere provider of knowledge and lessons in the classroom but moreover he is a person involved and interested in the wholesome development of students; he is accordingly supposed to have some qualities and characteristics like proficiency in the subject, moral health, physical and mental fitness.
Effective performance on the part of staffs is essential for the success of the organisation. Such performance, to a large extent, will depend on their knowledge skills, and confidence in originating ideas as to how best to carry out the task of the job. Hence,
the need of staff development programmes which should aim at improving the effectiveness of individuals at work and for the greater responsibilities. Teachers constitute an important factor in the implementation of the curriculum. The quality of teachers is known to be a key predictor of student‟s performance. Teaching as a profession demand continuous development of knowledge and ability through training programmes such training programmes includes in-service, conference, workshop, seminars and mentoring staffs.
Generally speaking, staff development through in-service, conference, workshop, seminars and mentoring offer one of the most promising ways of improving classroom instruction. It is an attempt to assist the classroom teachers to improve on their teaching strategies, techniques, handle new instructional materials or possessed the necessary information and skills that are required for effective lesson delivery. In essence the dream of self-reliance, skill acquisition and entrepreneurship through education can only be realized through a well-defined programme. In most cases, staff development programmes are organized by an institution, a corporate body, Association or Government agency and is normally lasted for a short period of time.
An activity similar to that but which may take a long time period is what is referred to as in-service training programmes. In this case workers who are already in the service go on training or courses programme in order to update or acquire the intellectual and professional skills that are necessary to discharge their duties more efficiently (Newberry, 1979). As such, the need for in-service training for teachers plays an essential role in successful education reform. It also serve as a bridge between prospective and experienced educators to meet the new challenges of guiding students towards higher standards of learning and self-development
Conference also enhances teachers‟ growth and development. It is a formal meeting of people with a shared interest, typically one that takes place over several days mostly held at school level and at cluster level with the purpose of reviewing and reflecting on practice on a regular basis. Conference comprise different personalities in the field of education with bountiful of ideas. Robinson (1996) discussing the form and use of conferences, which the researcher adopted as one of the elements under training recognized it strength for conveying a message to a large audience, while seeking opportunity to hear and comment on view of recognized authorities. Teachers have assess to a broad range of ideas through conference which lead to the enhanced performance.
Frequency in attending workshops is also an indicator of staff development. Workshop can be seen as a group of people engaged in study or work on a creative project or subject. It is meant to upgrade teacher‟s knowledge and sharing of ideas. Workshop can be organized in school cluster and qualified teachers or university lecturers are invited to these clusters to serve as trainers and mentors. Such formal arrangement for staff development need to be supported by informal practices like team teaching and sharing of experiences and educational resources among teachers, which greatly contribute to self-improvement. This approach has the advantage of stimulating healthy debates about various reform measures and innovations and encouraging collaboration, peer coaching, inquiry, collegial study groups, reflective discussion and action.