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Teachers Development Programmes And School Effectiveness In Senior Secondary School In Kwara State
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The results of these analyses are then compare with the objectives of organization. These comparisons point to specific areas in which is needed (Mundy 2000):
a. Individual Analysis: Which aims at identifying specific development programme needs for an individual or group of employees and that development programme can be tailored to their needs. This analysis centers on individuals and their specific needs concerning the skills, knowledge or attitude they must develop to perform their assigned tasks. The possible method or techniques for individual analysis include performance appraisal interviews, questionnaires, tests, analysis of behaviour, information talks, checklist, counseling, critical incidents, recording, survey and observation.
b. Group Analysis: Which includes a number of techniques in which a group of well-informed employees discuss different aspects of the organization, the employees, and the tasks to identify the major discrepancies in achieving predetermined targets for each of them with a view to assessing development programme needs as distinguished from other necessary changes for removing these discrepancies? The major techniques which are used in these approaches are brainstorming, buzzing, card sorts, advisory committee, conference, role playing, simulations, task forces, workshops and so forth.
Many problems exist in an organization, but some problems cannot be solved by development programme. After a preliminary needs analysis which gives probable causes and solutions, the results should be verified with the concerned personnel of the organization to determine whether development programme is an appropriate action to solve that problem.
c. Curriculum Development: This is the most important part in a development programme after a need for development programme has been identified. The curriculum specifics what will be taught and how it will be taught. It provides the framework and foundation of training. The first phase of curriculum development determines what will be taught, that is the development programme content. Once development programme needs have been identified and development programme activities decides as part of the solution, a need analysis should be done to determine knowledge, skill and attitude requirements and performance deficiencies. The needs analysis procedures involve breaking down the “development programme problem†into its basic parts in different successive phases to identify and understand the important components in each phase, ultimately. It leads to identifying and understanding the training content. The development programme needs analysis process can be divided into three distinct analytical phases as follows:
i. Job Analysis
ii. Task Analysis
iii. Knowledge and Sill-gab Analysis.
i. Job Analysis: A method of determining major areas where development programme may be needed. It involves the dissecting of a job into its component events or parts. This analysis allows a trainer to better understand what an employee does in an organization. Job analysis involves the “task identification†of a particular job Fafunwa (2001).
i. Identify the job to be the subject of analysis: This involves defining the focal point for the job analysis. It may include the entire job of a group of employees or only a specific segment of their job.
ii. Prepare a list of tasks which can be done following different approaches and methods: Four approaches can be used to identify job task
i. Experts identify and list critical tasks
ii. Observation and interviews are conducted with employees
iii. Meeting are held with group representatives, and
iv. A tentative list of task is reviewed by employees and their supervisors.
c. Verify the tasks: The draft list of tasks should be verified by experts, workers and supervisors in the analysis process. This can be done through expert review, small-group discussions and interviews,. When the tasks are verified, a final list of job tasks is prepared.
d. Determine the Frequency: The workers and supervisors can fill in a form indicating how frequent each task job is performed, different scales such as “seldomâ€, “occasionallyâ€, “weekly†to “monthlyâ€, “daily to weeklyâ€, and “daily†can be used to qualify the intensity if a task is accomplished.
e. Determine the Importance: Not all tasks are equally important to a job. An occasionally performed task may be very important. Therefore, a relative importance rating is useful along with frequent rating. A scale such as “marginally importantâ€, “moderately important†and “entirely important†may be used to determine the relative importance of the task.
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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---
