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Teachers Development Programmes And School Effectiveness In Senior Secondary School In Kwara State
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National staff development council (2002) identified nine standard for professional development;
• Content knowledge and quality teaching research basis.
• Collaboration
• Diverse learning needs
• Student learning environments
• Family involvement
• Evaluation
• Data design
• Teacher learning
Importance of Teachers’ Development Programme
Teachers professional development according to Glattsuhom, (2007), increased experience in one’s teaching ride they systematically gains increased experience in their professional growth through examination of their teaching ability.
• It fosters the growth of teachers ability that can be used for them further development.
• It provides professional learning community where teachers interact with their colleagues, and ensure on-going support from coaches and administrative staff, the chance of really affecting teaching and learning increase dramatically.
• Teachers development programme create opportunities for teachers to learn from best practical analyze and reflect on their teaching.
• It keeps teachers up-to-date on new research regarding students learn, emerging technology tools for the classroom and new curriculum resources.
• Great teachers help to create great students in fact, research shown that an inspiring and informed teacher is the most important school-related factor influencing student achievement, so it is critical to pay close attention to how we train and support both new and experienced educators.
• Teacher profession development make teacher commitment reveal itself as a real driving force behind students success.
• Teachers professional development improve teachers knowledge of the subject matter and enhance the outstanding of student thinking on such subject matter.
• It change teachers instructional practices and greater subject knowledge is gained thereby improving teaching skill when their professional development linked directly to their daily experiences and aligned with standard and assessment.
• It improves teachers retention by enabling teachers to become more directly involved in their own learning and professional growth.
• It promote and nurture effective teaching.
• The classroom is continuously changing, so teaches development programme prepared teachers to meet the needs of their students.
Phases Of Teachers’ Development Programme
Development programme is a circular process that begins with needs identification and after a number of steps ends with evaluation of the development programme activity. The planning phase encompasses several activities, two of which development programme needs identification and curriculum development are very important.
Development Programme Needs Identification: development used is a condition where there is a gap between “what is†and “what should be†in terms of incumbents knowledge, skills, attitudes and behaviour for a particular situation at one point in time. This gap is called ‘a problem’, which usually occurs when a difference exists between ‘desired performance’ and ‘actual performance’. The need identification process assists trainees in making sure they have matched a development programme to a training problem.
Organizational Analysis: This determines where development programme emphasis should be placed within the organization and based on the objectives of an organization concerning what one should do in analyzing an organization. Nwosu (2004) suggested four steps as follows;
1. Stating the goals and objectives of an organization;
2. Analyzing the human resource;
3. Analyzing efficiency indices;
4. Analyzing the organizational climate.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT COMING SOON ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 1 ]APPENDIXTEACHERS DEVELOPMENT PROGRAMMES AND SCHOOL EFFECTIVENESS IN SENIOR SECONDARY SCHOOL IN KWARA STATE This questionnaire is designed to collect Information on Teachers Development Programme and School Effectiveness in Senior Secondary School in Kwara State. Kindly supply necessary information that could facilitate the exercise. The information collected world be used purely for research purpose (s).SECTION A: PERSONAL INFORMATIONPlease tick as appropriate.Sex: Male ( ), Female ( ) ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]Scope and limitation of the studyThe study is meant to investigate teachers development programme and school effectiveness in senior secondary schools in Kwara state. The study would however be limited to 20 senior secondary schools in Kwara State. All the senior secondary school in kwara state are 340, Ilorin South 21, Ilorin East 29, Ilorin West 28, Asa 16, Baruten 17, Edu 20, Ekiti 15, Ifelodun 44, Irepodun 40, Isin 17, Kaiama 8, Moro 22, Offa 14, Oke-Ero 14, Oyun 20, Patigi 15.Significant of ... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREERESEARCH METHODThis chapter presents the method used in collection and analysis of data. It focused on the following sub-headings:Research Design The research design used for this study was a descriptive research design that allows the researcher’s to ensure careful records of what was observed for proper analysis of the information obtained from the despondence. It was considered appropriate because of the focus of the study which intended to determined the relationsh ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 9 ]Ho4: there is no significant relationship between teachers development programme and classroom management.As indicated in table 12, the calculated r value of .73 is greater than the table value of .025 at 0.05 level of significant. This implies that the null hypotheses which stated that there is no significant relationship between teacher development programme and classroom management is rejected. Thus, the result significant that there is significant relationship between teachers development pr ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 1 ]CHAPTER FIVESUMMARY, CONCLUSION AND RECOMMENDATION This chapter presents the summary of the study with conclusion and recommendation made from the discussion.Summary of finding The study examined the influence of teachers development programme on school effectiveness in senior secondary school in kwara state. Relevant literature regarding the study wee examined and reviewed to the study were equally discussed. The study used sampling techniques to select 20 senior secondary schools a ... Continue reading---
REFRENCES - [ Total Page(s): 1 ]REFERENCEAdeboye, L.F. (2000). The role of refresher course in workers’ productivity, journal of education management 4 (1), 21 – 25. Adesina, S.A (2004). Classroom management; issue and challenges in S.O Abodunle (ed). The teacher Ibadan: Ibukun Printer. Banjo, B.C. (2000). Workers-motivation and productivity. The Personnel, 15 (2) 1010-107. Cox, P.O. (2000). Effects of short-term courses on teachers’ performance. Journal of Phyhological Studies 26(9), 1026 1030.Daramola, S ... Continue reading---
