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

Training activities for teachers would enable those with the right aptitude and abilities to make rapid progress, contribute significantly to improve their job performances and ultimately students’ learning and academic performance. Administrators’ knowledge and practices are also influenced by the quality of staff development programmes available to them. Their competencies are reflected in their interactions with teachers through activities through activities such as clinical supervision, coaching and formative evaluation.
Influence of Training and Development Programmes of Teachers on Students Performance in Mathematics  
It is generally acknowledge that promoting teacher quality is a key element in improving primary and secondary education in Nigeria. Indeed one of the primary goals of the No child left behind law is to have a highly qualified teacher in every classroom. Despite decades of research however, there is no consensus on what factors enhance teacher quality.
In early work on teacher productivity researchers estimated education production functions by regressing aggregate student achievement levels on measures of teacher training and various other controls using cross-sectional data (Hamishek, 2006). A subsequent generation of studies used student level two year test score gains and richer sets of teacher training variables. Yusuf (2006) stressed that the training level of teachers is an essential variable which enhance his/her competences level as well as students academic achievement in mathematics.
Teacher experience consistently has a positive but often diminishing effect on teacher value added according to Salawu (2009) teachers need several different kinds of mathematics knowledge–knowledge about the whole domain, deep, flexibility knowledge about curriculum goals and about the important ideas that are central to their grade level; knowledge about the challenge students are likely to encounter in learning these ideas, knowledge about how ideas can be represented to teacher them effectively; and knowledge about how students understanding can be assessed, all these important characteristics are important in influencing students academic achievement in mathematics.
This type of knowledge may be largely dependant on the teachers experience with a particular curriculum and subject area (Marzand, 2001).
The figure below shows the linkage between teacher’s competences training and other factors that influences learning of mathematics in school.