According to Salami (1999) teacher training includes all forms of education at pre-service and in-service level that enhances the professional performance of teachers. They are majorly activities in which education, the individuals and the school are regenerated as a means of promoting the continuation of organised educational system, structured and institutionalized to prepare men and women for the task of influencing learning in others.
Staff Development Programmes in Schools
Every organisation is expected to b committed to creating an equitable, developmental and motivating working environment which values and empowers people at all levels. Support Council Education Services (2004) described staff development as one of the main routes of achieving this commitment. Staff development programmes are therefore aimed at professional and personal development of the three categories of staff in the school system. These are the teachers, administrators and support staff.
According to Alabi (2005) staff development connotes the ways and means by which staff performance needs are recognised and the extent to which leaders ensure that these needs are met. It is systematic attempt to harmonise individual’s interests and their carefully assessed requirements for furthering their careers with the forthcoming requirements of the organisation within which they are expected to work.
Opadokun (2004) staff development refers to provision by the school system for improving the performance of school personnel, focuses on staff and attempts to provide the means for the total staff to meet the students’ needs- the academic, personnel, social, intellectual and career objectives that are perceived as essential to the goals of the students and the society. The aim is to improve the instructional quality and attain self realization through competence, accomplishment and security.
Gusky and Huberman (1995) noted that staff development helps educators keep abreast of expanding knowledge base on, education so that they can continually refine their conceptual and craft kills. There is the need to ensure that development programmes served the expected purpose through the acquisition of the required knowledge and skills by the staff. Thus, needs analysis or assessment should precede any development programmes in line with the goals and objectives of the school system. There are six major components of staff development model in the school system. These are:
1. School system goals and objectives
2. Needs assessment
3. Staff development goals and objectives
4. Programme design
5. The implementation and delivery plan
6. Programme evaluation.
Opadokun (2004) stressed the need to develop staff within the school system so as to improve their job knowledge, skills and future performance. As a result of increasing knowledge about how learning occurs, new teaching techniques are constantly emerging of which the classroom teacher must be made aware of in order to expose teachers to new ideas. Therefore, the need for different staff development programme is very essential.
Types of Staff Development Programmes in Schools
Adesina (2000), Adeboyeje (2000), Opadokun (2004) and Alabi (2005) identified and discussed four types of development programmes in the educational system. These are discussed as follows:
1. Programmes that aim at correcting certain deficiencies at the time of appointment. Alabi (2005) described this as the type of training given to new employees to give them a good start. New staff needs to be introduced formally into the school system to minimise the likely initial problems of adjustment. Orientation provides new employees with basic information regarding working conditions; policies, procedures, pay and benefits and introduces management and co-workers, Induction programmes fall into two categories namely; information on matters such as payment and work schedules and personal adjustment; programmes for meaningful interaction between the new employee and other people for whom and with whom he will work. Induction programme could last for between a day and a week and involves activities such as visitation, seminars and meetings.
2. Programmes which enable non professionals to professionalize. Teaching is technical in that specialized training is needed in the areas of child development, child psychology, theories of learning, teaching methodology, pupils evaluative procedures and general principles and practice of education.
However, due to misguided courses and careers studied at higher institutions coupled with increasing rate of unemployment in Nigeria, many university graduates with single or double honours find themselves teaching as a last resort. No matter how knowledgeable these people are in their subject areas, the fact remains that they lack the necessary skills in teaching. These skills are usually linked with the aim of education or instruction which enable the teacher to act and or perform or carries out his duties legitimately. To rectify the deficiencies, Alabi (2005) observed that most Nigerian universities run Post Graduate Diploma in Education (PGDE) for the non professional teachers. This programme exposes students to, in addition to theories of education, stimulated, teaching through supervised teaching practices. At the end of the course, they may become trained teachers.
3. Programmes that enable the teaching staff to face the challenges rescuing from innovation in the school curriculum. Salami (1999) observed that a change in educational policy in Nigeria derives impetus from some dissatisfaction engendered by the former system. Such changes require new leadership role and adjustment. The ideas and innovations in education therefore result from the societal changes and series of research and inventions in relation to new managerial strategies and new ideas of behavioural sciences as they affect teaching and learning. The diffusion of such new ideas and innovations necessitated the introduction of these programmes.
