Influence Of Teacher Training And Development Programmes On Students’ Academic Performance In Mathematics
[ILORIN WEST LGA, KWARA-STATE]

CHAPTER TWO
REVIEW OF RELATED LITERATURE
In this chapter, ideas and postulates of authors, educationists and researchers on the issue of teacher training and development programmes are reviewed. This review shall be carried out under the following sub-headings:
•    Importance of training and development in the provision of qualitative education
•    Staff Development Programmes in schools
•    Types of Staff development programmes
•    Influence of teacher training and development programmes on students’ academic performance
•    Benefits of teacher training and staff development
•    Summary of the Literature Reviewed
Importance of Training and Development in the Provision of Qualitative Education
The importance of training and development in the implementation of qualitative educational programmes cannot be over emphasised. This is why the National Policy on Education (2004) emphasised that teacher education will continue to be given major emphasis in all our educational planning because no educational system can rise above the quality of its teachers. The document further stressed the need to provide highly motivated, conscientious, industrious and efficient classroom teachers for all levels of education.
According to the Federal Government of Nigeria (2004) the purposes of teacher education n Nigeria are as follows:
a.     To produce highly motivated, conscientious and efficient classroom teachers for all levels of our educational system;
b.     To encourage further, the spirit of enquiry and creativity in teachers;
c.     To help teachers to fit into the social life of the community and the society at large and to enhance their commitment to national objectives;
d.     To provide teachers with the intellectual and professional background adequate for their assignment and to make them adaptable to any changing situations not only in the life of their community, but in the wider world; and
e.     To enhance teachers’ commitment to the teaching profession.
According to Salami (1999) to achieve the above mentioned objectives, it was contended that all teachers in all levels of educational institutions in Nigeria shall be professionally trained and that teacher education programme will be structured to equip teachers for effective performance of their duties. Accordingly, various bodies that are involved in teachers’ education, teacher preparation and teacher in-service training programme concern themselves with the quality of academic programme that would produce the desired effective and efficient teachers for all level of the Nigerian educational system. They also engage in research development and programmes charged with the responsibility of running the programme of teacher education and to the Federal and state governments on course maintenance and funding of teacher education.
Opadokun (2004) identified training and development as part of the personnel management that must be taken care of in order to attain education objectives. According to her, after an employee has been recruited, selected and inducted, the next thing is the fact that he or she needs to be trained and developed regardless of how carefully job applicants are screened before being recruited. This is necessary in order to bridge the gap between what employees know and what they should know.
Opadokun (2004) described training and development in the educational system as professional activities engaged in by school personnel to enhance their knowledge, skills and attitude in order to educate children more effectively. Flippo (2004) described training and development as an attempt to increase the skills of employees in performing a specific job and education to increase general knowledge and understanding of our total environment.
The training and development of personnel is a very important issue that must be faced by every organization. This is because both training and development aim at increasing employee’s abilities to contribute to organisational effectiveness in the school system. The aim of staff development is to improve the performance of both classroom teachers and school administrators while the ultimate aim is improvement of teaching and learning.
Cole (1999) as cited by Opadokun (2004) identified six different factors that influence the quality and quantity of training and development activities. These factors are as follows:
•    Degree of change in the external environment, like technological change, new, legislation and so on.
•    Degree of internal change
•    Adaptability to existing workforce
•    The extent to which the organisation supports the idea of internal career development
•    The commitment of senior management to training as an, essential part of economic success.
•    Knowledge and skills of those responsible for carrying out the training.