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

Aptitude instruction and the psychological environment are major direct causes of learning (shown as thick grows X, Y and Z) they also influence one another.
(Adopted from Walbergs model for causal influence on students learning in mathematics, 2006)     
Stanley (2006) opined that teachers level of training and opportunities to attends refresher courses influence his/her teaching methodologies communicating skills direction of instruction and problem solving techniques. It is therefore a well known fact that an experienced and well trained teacher promotes effective teaching and learning process in classroom interaction especially in mathematical instruction.       
     Also, administrators exhibit competencies through their leadership in formulating policies on the curriculum, assessment, discipline and other school activities. These activities have direct effect on the content, process and outcome of students’ learning.
Benefits of Teacher Training and Staff Development
Micheal, (2000) explained that the head teacher has the complex task of utilizing and directing the behaviour of the human resources of his school towards the accomplishment of the school goals. As school leader, he has the legal power to protect his pupils against the excesses of the teachers and resolve conflict between them and the pupils. With the teacher’s capacity to influence the children he teaches far beyond the classroom but include the effects of his attitudes, mannerism and idiosyncrasies during teaching.
Favourable and unfavourable students’ attitudes are developed as a result of various modifiable characteristics of the teacher. Consequently, the enforcement of professionalism through an exemplary code of ethics by head teachers invariably arises. If what is expected of a teacher while teaching is at variance with his personality, conflict is bound to occur.
Writing on socialisation of new teachers, Hassan (2004) explained to make speedy adjustments to their new environment. It also provides another way of appealing to and mobilising the teacher to involve themselves in the work of the school. Usually new appointees are apprehensive of several unknown factors including the nature of the community in which they are to work, the type of colleagues they are likely to meet and what their new positions will entail. Carefully planned induction programmes help to allay these fears and to generate some measure of security and satisfaction.
Generally, induction activities are organised around the following:
i.     Information about the school community including norms and taboos, religious agencies, security, provision, health conditions, materials, recreation and postal facilities.
ii.     Information about the school goals, policies, past achievements, failures, difficulties and resources.
iii.     Information about the new teachers work.
iv.     Meeting other staff members and transport facilities.
Hassan (2004) further explained that teacher’s morale is also likely, to be affected by his teaching load. He will be demoralised if he finds his class too large or if he has too many lessons to teach daily which requires a great deal of preparation or if he too many problematic children or if his responsibilities are of intolerable complexity and magnitude so that he exceeds the average twenty five periods per week.
Summary of the Literature Reviewed
All the available literature consulted revealed that training and development of teachers are essential for the realisation of provision of qualitative education to be achieved. They described training and development in the educational system as professional activities engaged in by the school personnel’ to enhance their knowledge, skills and attitudes in order to educate children more effectively.
The review also delved extensively on staff development programmes in schools. They are programmes aimed at professional and personal development of teachers, administrators and support staff. Furthermore, all the scholars agreed that there are four types of staff development programmes.
They are; programmes that aim at correcting certain deficiencies at the time of appointment, programmes which enable teaching staff to face the challenges arising from innovations in the school curriculum, programmes which enable non professionals to professionalize and programmes that enable acquisition of higher qualification.
Also, the review of literature considered the influence of teacher training and development on students’ academic performance. The primary aim of staff development according to scholars is to enhance professional competence of teachers with a view to enhancing students’ learning and performance.
Finally, the literature review discussed some of the benefits of teacher training and development. They include modification of teachers’ character, speedy adjustment of newly recruited teachers to new environment, ability of teachers to involve themselves actively in the work of the school and to allay fears and generate some measure of security and satisfaction.