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Professional Development Programmes And Teachers’ Effectiveness
[A CASE STUDY OF ILORIN-WEST LOCAL GOVERNMENT AREA SECONDARY SCHOOLS, KWARA STATE]
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Dennis (2003) saw staff development (as human capital development is referred to as staff development at times) as those processes that improve the job related knowledge, skills or attitudes of school employees, while the participants include school board members, central office administrators, principals, teachers and non-teaching staff. Decrek (2005) view staff development as activities, which involve the external ability of individuals to acquire the skills and competencies required by the organization. Human capital development includes everything that is done by and for staff in order to maintain and externalize their work, career-related knowledge and skills. Staff development offers the process of growth to all professional educators which are designed to influence their knowledge, attitude or skills thus establishing them to create educational concepts and design introduction programme to improve students' learning (Robert, 2001). Roserberg (2001), agreed that staff development is the process by which people acquire new skill or knowledge for the purpose of enhancing performance. Hence, development involves three processes:
• Acquisition of new information
• Transformation, which is the process of manipulating knowledge to make it fit into a new task. Transformation comprises the ways we deal with information in order to go beyond it.
• Evaluation, some type of evaluation takes place by the learner in order to check whether the information and skills are adequate for the task.
Cool (2000) asserted that staff development is a relatively permanent change in the behavioural potentiality that occurs as a result of reinforcement. He also saw staff development as indexed by a change behaviour which must be translated in observable behaviour, after developments (p. 35). Staff development involves educating district administrators, principals, teachers, parents and other community members. He further buttresses the fact by saying parents and the communities are involved because they equally contribute to the achievement of the students since the schools cannot be separated from the parents and the society as a whole. Based on this, there is a collaborating professional development process for school leaders, performance based assessments, which address the need of schools or districts while enhancing the professional growth of school leaders which are useful guide for professional development that call for the following:
• Establishment of personal and professional development goals that emphasize on teaching and learning which are consistent with school improvement goals.
• Presenting work product to professional development team to receive additional feedback that will help school leaders refine ideas, critique and further development product and continue to monitor progress towards achieving professional development goals.
• Engaging in continuous reflection and re-examination of the professional development plan leading to a summative self-evaluation, a critique of the plan by the team and revision of the plan to begin the process a new (Shipman, 2001 p.155).
Smylie (2000) argued that through staff development, teachers become leaders because the best principal cannot single-handedly transform a school. To create a culture that promotes development principals must assist teachers in becoming leaders in the school through proper development. Teachers need opportunities to see in administrative committees, mentor higher experienced staff, coach peers and support colleagues who are to seek certification through the national board for professional teaching standards. Teachers can also lead their peers through participation in lesson study, where a group of teachers collectively develop and test lessons that each will use individually and by working with principals of developed schools, improvement plans and both formally and informally share their skills with new teachers and discuss ways by which the whole school can be improved. They can also participate in research that continuously improves classrooms and schools practice. To achieve these ends, staff development for teachers must go beyond training teachers in content knowledge and pedagogical skills.
According to Sparks (2004), Staff development involves teachers learning many things on their own, they read professional publications, have discussions with colleagues, experiment with new instructional strategies among other activities. These may occur with or without the existence of formal staff development programmes.
Need for Professional Development of Teachers
The need for professional development can be explained from the growing concern among various institutions of learning. This is because the teachers and other members of the institution are mandate to carry out a heavy load of academic instruction that will propel the development of individual to be useful member of the society and the development of the nation. This made professional development very predominant and imperative for teachers to be developed and made more versatile and competent enough to converge and transform the system in consonance with the societal expectations. Therefore, focus is shifted to an increasing knowledge, skills and technical rationality.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACTThe teachers are the key actors in the effectiveness of secondary school education. It is therefore important to ensure that they perform their roles as expected towards the achievement of educational goals and objectives. Descriptive research design was adopted for this study. There are 702 teachers working in public secondary schools in Ilorin West Local Government Area of Kwara State shall be the target population of this study. 310 teachers was randomly selected out of 702 teachers i ... Continue reading---
TABLE OF CONTENTS - [ Total Page(s): 1 ]TABLE OF CONTENTSTitle page CertificationDedicationAcknowledgmentsAbstract Table of contents CHAPTER ONEINTRODUCTIONBackground to the Study Statement of the ProblemPurpose of the Study Research QuestionsResearch Hypotheses Significance of the Study Scope of the Study Operational Definition of TermsCHAPTER TWOREVIEW OF RELATED LITERATUREConcept of professional development programmesNeed for Professional Development of Teachers Importance of professional development programmes Concept of teacher ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]Statement of the Problem   Studies found challenges ahead teachers’ professional development and their effectiveness at school. Osho (2012) stresses that poor remunerations of teachers affect their professional development leading to the abandonment of their profession, no meaningful intellectual programme on the professional development of teachers with the various wars, political crises around the world, the new cultures of gay, lesbianism, and globalization as a form of western mod ... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREERESEARCH METHODOLOGYThe aim of this research work is to investigate in details the relationship between professional development programmes and teachers' effectiveness in secondary schools in Ilorin-west LGA. Kwara State. This chapter deals with the steps that were used in carrying out this study. The methodology is discussed under the following sub-headings;•   Research Design•   Population, Sample and Sampling Techniques•   Instrumentation•   ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 6 ]Table 7 revealed that the p-value (0.000) is less than the level of significance of 0.05. Since the p-value is less than the level of significance, the hypothesis which states that there is no significant relationship between attendance of workshops and teachers’ effectiveness in Ilorin-west Local Government Area secondary schools, Kwara state is therefore rejected. Hence there is significant relationship between attendance of workshops and teachers’ effectiveness in Ilorin-west Lo ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 1 ]CHAPTER FIVESUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONSIntroductionThis chapter deals with the summary of findings, conclusions and recommendation arising from the analysis of the data collected from the responses.Summary of FindingsThe following are the summary of findings1.   There is significant relationship between staff training and secondary school teachers’ effectiveness in Ilorin-west LGA, Kwara state.2.   There is significant relationship between attendance of hi ... Continue reading---
REFRENCES - [ Total Page(s): 2 ]REFERENCESAbdul, Z.O. (2002). Searching for Excellence in Teacher Education in Nigeria College of Education. Ilorin Journal of Arts and Social Sciences (1), AAA3 (1), 256-262.Abdulkareem, A.Y. (1997). Teacher Educators’ Perception of Ideal Teachers. International Journal of Educational Management 2 (1), 56-58.Adebayo, A.O. (2003). Effectiveness Management of Teachers in Secondary Schools. Ilorin. Unpublished PGDE Project Ondo State University. Ado Ekiti.Adepoju, T.L (1999). The Gap betwee ... Continue reading---
