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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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Borrowing from the perspective of Louise (2008), the needs for professional development is obvious because survival of academic status-quo must be sought through developing a sophisticated academic workforce which can applied individual skills and knowledge. Motivating and stimulating the knowledge of teachers implies refine a new approach to human resource development. A new global economy reinforced by the information and telecommunication revolution has changed the nature of the role expectations of the academic staff. As expressed by Peretomode (2004) the orientation of the educational enterprise towards high quality and self-reliance of the system has become key factors. The degree of goodness, worth and usability of the products in the educational systems becomes the most superlative and for teacher to have varieties of skills, task significance and identifications that will help to transform the resources available in the system.
For Delemania (2011) the need is basically directed towards increasing rationality of individuals, embracing on-the-job satisfaction, communicating plans, problems and progress, providing supportive relationship among which individuals can be influence to change. This illustration reflect on the fact that teacher are enhanced to recognize the tasks, developing of team work and maintenance and satisfaction of individuals and organizational needs.
In another development, Adesina (2004) cited that professional development focuses on those with teaching responsibilities, developed perspective in which the predominant focus is in the professional capability of individual partners, thereby ensuring effective and efficient curriculum delivery and implementation. Quality and competency is built into our educational system by embarking on professional development of the teachers which alters individual with improved productivity in its specialization and invariably contributes to the growth of the system as well as vocational capabilities. Ihunda (2004) states that it makes sense to train and develop the academic staff not only because of gains in productivity, work quality, employee morale, waste reduction but an organization that fails to develop its present employees seriously jeopardizes the future of the organization.
In the words of Amadi (2008), the human component forms the most important of all the resources therein. In the absence of adequate human resources, the best infrastructures, sufficiency of finances and other material inputs will produce unsatisfactory results.
The development of any nation depends to a large extent, on the development of the human resources available in that nation. It is therefore an exercise in futility to waste resources on infrastructural development when the human resources are not developed.
Importance of Professional Development Programmes
The importance of professional development programmes for teachers cannot be over emphasized because we owe it to our teachers, students and our nation to ensure that our teachers have the training needed to prepare student for the 21st century. A great teacher is the one that is inspiring informed with the quality content that is tailored to the need of the student. It is always beneficial to student for a teacher to stay current and utilize the most up to date information gain from extra training attained during the cause of attending worships or seminar organized for teachers.
However, it is been recognized that the most important thing a teacher can do is to continue to learn. The American federation of Teachers recognizes that “continuous high quality professional development is essential to the nation’s goal of high standard of learning for every child (AFT, 2002). Hence, the need for quality professional development programme for teacher is desirable at highest level of western socialized society not Nigeria alone.
In view of the above assertion it important to note that empowering teacher's quality can improve learning outcome for student. According to Andrew Leagh from Australian National University Teachers (2007) who asserts that “a teacher in the top ten percent of performance can achieve in half a year what teacher in the bottom ten percent can achieve in a full year professional development is critical for maintaining continuous improvement in teacher quality while taken cognizance in to rapid change in work practice, such as the uses of computer in impacting knowledge. It is also important to maintain teachers quality so that the effect could flow on to them classrooms. Lastly professional development for teachers is a critical component of continuing teacher quality because our student deserved best.
Concept of Teacher Effectiveness
Teacher Effectiveness had its heyday in 80s and early 90sduringthe period when so much emphasis was on student rating, the evaluation aspect of teacher activities still remain an important way of teacher effectiveness and rating are measures of teaching effectiveness.
Teacher Effectiveness could be defined as a teacher with cultivate thinking skills, stimulate interest in the subject and motivate student to learn or one that have interest, approachable, clarity helpful and knowledgeable.
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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---
