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Teachers Development Programmes And School Effectiveness In Senior Secondary School In Kwara State
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A prerequisite to successful teaching and learning is teacher self knowledge through teacher development programme and research (Egbo, 2005). Just as teacher development programme contribute to and enhances ability to develop a society.
Teachers development programme and research helps tacher to better understanding the teaching-self as well as adopt better pedagogical practice.
Thus, effective capacity building means that those who are changed with educating the nations children (secondary school children) and subsequently implementing educational policies at the micro-level must be treated in way that are commensurate with the principle of social justice.
Their welfare must be accorded the importance it deserve. That being said, it should be emphasized that teachers and other educationalist always have choice-They can either continue to transmit obsolete and inutile knowledge or go beyond what is mandated by the curriculum to ensure the success of all their students despite enduring challenges within the education system.
Educationist have come to realize that teachers are made and not born. Teacher education both pre-service and in-service is thus central of quality improvement in education (Dembela, 2005). Teachers are made through the educational preparation they undergo. On the job, they need professional development other wise known as capacity building in other to get abreast with new teaching technologies. Itedjere (2008) quoted by Ogude in consonance with Villegas (2008) stated that the major setback in teaching as a profession is the problem of inadequate preparation of the teachers to be recognized as professional therefore capacity building or professional development as it may be called should serve as an update professional development should enable teachers to offer students the learning opportunities that will prepare them to meet.
World-class standards in given content areas and to successfully in given content areas and to successfully assume adult responsibilities for citizenship and work. It should also empower individual educators and communities of educators to make complex decisions to identify and solve problems, to connect theory, practice and student outcomes.
The major changes required to reform schools cannot be accomplished without professional development nor can it be achieved with outdated models of professional development no wonder, the federal government of Nigeria has established professional development training institutions to equip teachers for the task ahead of the institute responsibilities for capacity building of teachers in Nigeria include:
- National Teachers’ Institute (NTI)
- National Commission for Colleges of Education (NCCE)
- Institute of Education (IOE)
- National Board for Technical Education (NBTE)
- National University Commission (NUC)
- Nigeria Educational Research and Development Council (NERDC)
- National Institute for Educational Planning and Administration (NIEPA)
Researchers and policy makers agreed that teacher quality is a pivotal policy issues in education reform, particularly given the proportion of education dollars devoted to teachers’ compensation coupled with the evidence that teachers are the most important school- related factor affecting student’s achievement. However, considerable disagreement surrounds what specific attributes indicate quality and how to better invest resources to provide quality teachers for all students. This review empirical evidence on the relationship between teachers attributes and teachers effectiveness with the goal of informing federal, state, and local teachers policy.
Education is the complication and product of many and varied resources. Among these, teachers standout as key to realizing the high standards that are increasingly emphasized in schools and school systems across the country. Despite general agreement about the importance of high-quality teachers, researchers, practitioners, policy makers and the public have been unable to reach a consensus about what specific qualities and characteristics make a good teacher.
Even more concerning is the array of policy statements regarding teacher preparation that have been set forth in the face of volumes of inconclusive and inconsistent evidence about what teacher attribute really contribute to desired educational outcomes. Policy makers are left with questions surrounding what counts as a quality teacher- information that should be valuable in guiding policies regarding when to hire, whom to reward, and how best to distribute teachers across schools and classrooms. Answers to these questions have potentially important implications for the efficiency and equality of public education.
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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---
