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Teachers Development Programmes And School Effectiveness In Senior Secondary School In Kwara State
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Four major factors are considered when selecting a development programme method:
- The learning objective
- The content
- The employees
- The practical requirement
Nwosu (2001), emphasized that training methods should be selected on the basis of the degree to which they do the following.
- Allow active participation of the learners.
- Help the learners transfer learning experience from development programme to the job satiation.
- Provide the learners with knowledge of results about their attempts to improve.
- Provide means for the learners to be reinforced for the appropriate behaviour.
- Provide the learners with an opportunity to practice and repeat when needed.
- Motivate the learners to improve their own performance
- Help learners to increase their willingness on change.
Critical For Teacher Development Programme
1. Instruction Presentation: The employer orally presents new information to the employees, usually through lecture, seminar, workshop and the like.
2. Group Discussion: The employer leads the group of employees and discussing the topic.
3. Demonstration: The employer shows the correct steps for completing a task, or shows an example of a correctly completed task.
4. Assigned Reading: The employer gives the employees reading assignments that provide new information.
5. Exercise: The employer assigns problems to be solved either on paper or in real situation related to the topic of the development programme activity.
6. Role Play: Employee act out a real-life situation in an instructional setting.
7. Field Visit and Study Tour: Employees are given the opportunity to observe and interact with the problem being solved or skill being learned.
Once the planning phase of a development programme is completed, then it is time to implement the course. Implementation is the point where a employer activates the development programme plan, or it is the process of putting a development programme into operation.
The first step towards implementing a development programme is publicity. Most of the well-established development programme centres develops development programme brochures which contain course descriptions, prepare an annual calendar of development programme opportunities and inform concerned organizations, agencies or department well ahead of time about their development programme plans. Once the development programme centres and concerned organization agree to implement development programme, the next step is to arrange available. All these resources need to be well managed and coordinated to run the programme smoothly.
Evaluation is process of determining the relevance, effectiveness and impact or activities in light of their objectives. In evaluating and leading development programme, one needs to consider that most development programme activities exist in a loner context of projects, programme and plans. Thus, define development programme activity which can then be used for guiding decision making and for assessing the relevance and effectiveness of various training components.
Kawage (2002) suggested four criteria for evaluating development programme as follows:
i. Reaction: This measures how the employees liked the programme in terms of content, method, duration, developers, facilities and management.
ii. Learning: It measures the employees’ skills and knowledge which they were able to absorb at the time of development programme
iii. Behaviour: This is concerned with the extent to which the employees were able to apply their knowledge to real field situations
iv. Results: Are concerned with tangible impact of the development programme on individuals, their job environment or the organization as a whole
Concept And Nature Of School Effectiveness
The term school effectiveness is regarded as the ratio between school output and monetary input (Cheng 2006) Furthermore, we can distinguish between internal and external school effectiveness (Cheng 2006)
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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---
