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Teachers Development Programmes And School Effectiveness In Senior Secondary School In Kwara State
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f. Estimate the learning difficulty: an estimate of learning difficulty is another dimension of the job-task analysis. It shows the trainers the employee’s perception. A scale such as “easyâ€, moderately difficult†and “extremely difficult†may be used to determined the difficulty indices of the tasks.
g. Calculate the total score: This can be done by simply adding the scores for frequency, importance and learning difficulty for each task.
h. Review the Findings: The results of the job task analysis should be discussed with significant people in the development programme system, including government leaders, programme directors and others interested in related development programme.
ii. Task Analysis: This output of the job analysis is a list of broad job tasks, based on importance, learning difficulty and frequency of doing the task. Each task is a complex set of procedures itself, and therefore, it needs further analysis to find out which specific segment of the task is critical in designing a development programme. To do this, it is necessary to follow a method called task analysis, which is similar to job analysis.
Task analysis procedures include
a. Preparing a blank task analysis worksheet
b. Writing down the name of the job at the top of each sheet and
c. Making copies, each of these form will be used for braking down and analyzing each of the most important job tasks. Therefore, it is necessary to write one important task identified for development programme on each task on its respective task analysis worksheet. This is followed by the steps used for job analysis to find out the frequency, important and learning difficulty for each step of the tasks. Then, the scores for each component part is put in the “total score†column and the results are discussed with concerned personnel in the organization.
The job analysis and task analysis processes are similar to each other, so the model for both worksheets is the same. The important difference between these two steps of analysis is that “the job analysis helps us to identify major blocks of content to include in development programme, the task analysis helps to understanding what comprises an individual block†Nwosu (2004). Both are very important to the curriculum development process. What needs to be taught and what steps are involved in the process are completed by these analyses and comprise the major steps in curriculum development.
iii. Knowledge and Skill-Gap Analysis: The knowledge and skill- gap analysis is a process of determining the development programme needs of individual employees in relation to the important tasks, steps or components of tasks identified for development programme. The skill gap analysis determines how skilled or proficient individuals or employees are on these tasks steps or component and weather or not they need training. It would be a waste to design and deliver development programme on topics and skills where the trainees are already able and proficient.
A priority list of the tasks identified for development programme according to the total score in the job analysis is made. Then, the steps or components that were identified on each task analysis worksheet are listed on the skill-gap analysis worksheet. This is followed by rating each step-component in terms of the employer’s current proficiency on a scale of 1 to 15, as shown in the legend of the worksheet identifying the steps-components that appear top have low proficiency is required because there is a gap between what is desired and the current situation.
After this, a review is done to ponder whether the gap can be decreased or removed through development programme to whether development programme is the most appropriate methods. There may be some steps-competent for which measures other than development programme are more appropriate. At this stage, key personnel’s such as subject-matter specialists, Supervisors and development programme experts should discuss the findings before finalizing the curriculum. This helps to identify different perspectives and avoid an noticed mistakes or biases in curriculum development.
A development programme has a better chance of success where the development programme methods are carefully selected. A training method is a strategy or tactic that an employees uses to deliver the content so that the employers achieve the objective, Adebusoye (2002). Selecting an appropriate development programme method, is perhaps the most important step in development programme activity once the development programme contents are identified. There are many development programme methods, but not all these are equally suitable for all topics and in all situations. To achieve development programme objectives, a employer should select the most appropriate development programme methods, for the content to involve the employees in the learning process.
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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---
