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Teachers Development Programmes And School Effectiveness In Senior Secondary School In Kwara State
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• Teachers quality: is a major determinant of scholaristic achievement among students and that sensible changes in the level of quality of the teachers of Negro student would bring about significant changes in the achievement level of these students.
• Teachers’ motivation in terms of salary and number of instructional assignment per teacher were associated with increment of pupils achievement.
• Coleman’s (2006) indicate that the age of the students school building, the experience of teachers, the degree of academic preparation and the ability of the students more positively correlated with students performance.
• Regular supervision exercise of ministry of education to senior sec schools will increase the effectiveness of teacher and the improve the performance of the student also will improve the quality standard of educational system.
Teachers Development Programme And School Effectiveness
Teachers quality is the single most important lever schools have for raising students achievement A substantial body of research indicates that new teachers are less able than their more experienced colleagues to help students fulfill their academic potential. The students who face the greatest challenges are most likely to be assigned novice teachers. By supporting new teachers increasing their effectiveness and reducing turnover. School districts can give the student most in need of high quality teaching a real chance at success.
A well designed mentoring programmes shape teacher and student outcomes. They set forth the principles of high quality instructional mentoring and describe the elements of a rigorous professional development programme. The work makes a powerful case for using new teacher mentoring as an entry point for creating a strong professional culture with a shared aligned understanding of high quality teaching.
Teachers Development Programme
Teacher development programme make a difference to school effectiveness depending on the type of programme and support that is put in place.
Therefore, the relationship between teacher development programme and school effectiveness or student achievement is complex and mixed with many variables that beyond the scope of this study.
However, teachers were prepared and supported within the school system were critical element of higher student achievement and retention. Teachers had developed skills to diagnose the difficulties facing students, reflect on possible solutions and make appropriate changes to students learning environment.
Teachers development programme equally change the attitude and skills of teachers and further increase the performance of students. It also can help to change the performance of students. It also can help to change the procedures, approaches and practice teacher. Teach; the way student learn and would also help to create an excellent school culture in school.
According to Fredrick and Stephen (2010), during the development programme, teachers will acquire schools management skills, evaluation techniques and master wider content areas of their subjects. For this reason, teachers and educational experts should increase their effort in fostering and implementing the development programme in schools so as to improve the effectiveness of development in schools.
Appraisal of Literature Review
The reviewed literature has indicated that teachers’ development programme. Influence school effectiveness. Researchers and scholars unanimously agree that teachers quality is the most important factor that have direct impact on the quality of teaching and instructional delivery. The teachers ability to assess school effectiveness, analyze outcome and adapt instruction to meet school needs pay attention to a range of measure of school effectiveness and growth.
The effectiveness of the school depends largely on teachers to progressively higher levels. Many researchers were of the opinion that teachers who are more effective in increasing school engagement, learning and achievement and a variety of evidence are those recurred professional development programme, job embedded and professional learning.
Principal and others in position of authority in school system are instrumental in providing the vision, time and resources to support continual professional learning and school improvement. Educators, policy makers and researchers were of the opinion that effective professional development programme are, job embedded and provide teachers with critical elements of collaborative learning and support system for school effective It is not a gain saying that teachers’ development programme has been a veritable tool which influence school effectiveness and educational quality.
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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---
