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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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Anderson (2004) define effective teacher as those who achieve the goals which they set for themselves or which they set for them by other such as government, master of education, legislatures or school administrators, Aderson (2004) also emphasis that effective teacher must possess the knowledge and skill needed to attain the goals and must be able to use that knowledge and those skills appropriately.
Generally teachers effectiveness is been over look with narrow conception owing to the way most people see it to be happening in individual level and classroom. This is individual teacher's performance and individual student receiving teacher’s instruction and learning. In that simplistic approach is reflecting in the approaches to teacher educational and development. Salami (2007), that for teacher to be effective and efficient in his carrier, he must essentially possess academic excellence, intellectual soundness, professionally skill to prepare adequate lesson note as well as social and physical fitness.
Salami (2007), also added that possession prerequisite knowledge and skills with relevant instruction materials fall under “Teacher competence†while use of knowledge and skills with relevant instructional material in the classroom is referred to as “Teacher performance†Teacher competence and Teacher performance with the accomplishment of the set goal is what is called “Teacher Effectivenessâ€
Factors that can Affect Teacher Effectiveness
The role of a teacher in any education system cannot be under estimate. For any educational policies or programme to be achieved, be it government, private or school internal arrangement. Teachers are the executors and implementers of those programme. However whether there are loop holes in the educational system process and out came, teachers tend to receive more blame for those shortcomings than any other agent connected with education activities in the country.
According to Adesina (1987) recognized teachers as the heart of Nigerians educational system all level. He emphasize that teachers will continue to be the major determinants of quality education, be it at primary secondary or tertiary level. Also the revised National policy on Education (1998) confirms that “No educational system can rise above the quality of it teachers.â€
Also, the National curriculum Association conference held in (1969) described teacher as the “key man in the entire educational programme†the implication of the foregoing is that educational policy makers in particular and the society at large is that proper attention should be paid to teachers; welfare in all its ramifications. Edem (1987), pointed out that the curriculum however well developed and however properly interpreted, will come for short of our hopes unless it is applied by teachers who are themselves product of its philosophy. For teacher to remain as an expert, there must be a continuous in – service training programme for him and the urge to expand his breadth of understanding.
In a situation where there is little or no in service training programmers and other opportunities for the teachers to widen their knowledge, it is obvious that they will become incompetent. Wibert (1978) buttressed above assertion that Teachers ability to remain well informed on new developments and his ability to make creative and critical judgments. Concerning the main trade in his field bear directly upon his competence as an expert.
In a situation where teachers are left to their fate to face the rigours of academic and in some cases administrative works, then, there may be high tendency that they would decline both in efficiency and effectiveness. The worst of it all, in spite of these rigours teachers are being poorly motivated in term of salary remunerations. According to Borton (1981) “Education is not just for personal survival or to increase one’s income or power over other, but it is for enriching one’s life for personal growth beyond survival and incomeâ€.
High teachers- student ration, inadequate facilities, equipment and materials could affect teachers’ effectiveness, and also could reduce the performance level expected of an average learner. Thus, the student will directly feel the in conveniences experienced by the teachers in a situation of in conducive school climate; teachers may find it difficult to function optimally and effectively. The school climate entails the sum total of the values and attitudes held by those in the school. These could be interpersonal relationship existing between the principal and teachers, between the teachers – students and other people within the environment as well as everything within the school which could reflects.
According to Ajetunmibi (2001)"There is a direct relationship between the environment and the intellectual development of the child inspite of hereditary germ plasma". For example, where there is a good school environment physical and materially, a child will perform well. On the other hand, a school where tone is poor and prevent experimental learning by the child, where physical plants are inadequate and sometimes very old and not in good condition, whose leadership is uninspiring, whose curriculum is too unwieldy, too narrow or swallow to provide efficiency of use and where pedagogical considerations are nonexistent may produce a child with low academic achievement.
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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---
