CHAPTER 1

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

Teachers constitute an important factor in the implementation of the school curriculum. The

teacher is the human resource required for effective implementation of any educational system

necessary to promote national development. The teacher makes it possible for teaching and

learning to occur through manipulation of the learning environment (Obunadike & Uzoechina

2015). Teaching as a complex activity demands a variety of knowledge due to its varied task in

delivering quality curriculum content to learners in secondary schools. This assertion points out

that the simple most important determinant of what students learn is what teachers know. It

therefore implies that teaching as a profession demands continuous development of knowledge

and ability through staff development programmes. The teaching force in the nation’s

secondary education system should remain productive if it must achieve national development

goals (Okeke, 2014). Secondary school level is a crucial stage in the career choice of young

adults all over the world. It is a form of education children receive after primary education and

before tertiary stage and it is aimed at preparing the youth for useful living within the society,

for those who are able and willing for the preparation for higher education (Adeogun, 2012).

The only way teachers can be productive in their job performance in secondary schools in

South-East Nigeria, is through regular training and retraining of staff with staff development

programmes. At a little space of time, the teacher’s stock of knowledge and requisite skills

become obsolete following contemporary issues and hence, requires refreshing and regular

updates. According to Ornstein and Levine, (2006) and Afangideh, (2010), in separate

assertions maintained that teacher’s job performance can be achieved through the valuable staff
development programmes which are vital instruments for ensuring the continuous growth of

teachers in knowledge, skills and attitude in line with the changes in the educational system and

the expectations of the society. Staff as discussed in this study explains teaching staff. That is,

teachers who are vested with the onerous task of classroom instructions, who break down the

curriculum content of each subject to students for the improvement of understanding and higher

academic performance. These teachers could either be teaching in urban secondary schools or

rural secondary schools.

Rural areas are areas that are referred to as countryside or remote villages. These communities

can be exemplified with a low ratio of inhabitants to open space. Agricultural activities may be

prominent in this case whereas economic activities would relate to the primary sector,

production of foodstuffs and raw materials (Tacoli, 2008). Whereas, urban areas are places or

towns with a population density of at least 500 persons per square kilometer. The urban status

also applies to centers with the following infrastructure: a parallel or right-angled street pattern;

at least six commercial, manufacturing or similar establishments; at least three of the following:

a town hall, church or chapel; a public plaza, park or cemetery; a market place or building

where trading activities are carried out at least once a week; and a public building such as a

school, a hospital or a library (Tacoli,).

Teachers’ development programmes are planned organizational activities aimed at improving

and increasing teachers’ skills and knowledge to enable them meet the demands of the teaching

job (Akpan, 2010). It focuses on improving the conceptual skills and intellectual abilities

needed to do a better job. Adeogun (2016) stated that teachers’ development programmes are

associated with the general improvement of teachers in terms of behavior, attitudes, skills,

knowledge, and perception and in the performance of their teaching duties. Alabi (2012)

maintained that the immediate aim of staff development programmes is to improve the job
1
performance of those with teaching responsibilities, while the ultimate aim is the improvement

of teaching and learning processes.

Staff development programmes through in-service training, workshops, conferences and

supervision offer one of the most promising ways for improving classroom instructions. It is an

attempt to assist the classroom teachers to improve on their teaching strategies, techniques,

handle new instructional materials or possess the necessary information and skills that are

required for effective lesson delivery (Abdulrahaman, 2015). Staff development programmes

for teachers include supervision, in-service training, seminars, workshops, conferences, study

leave. (Afangideh, 2010). There are also other staff development activities that are relevant to

teachers in terms of improving their job performance and classroom instructions in secondary

schools. These are training sessions, mentoring and teachers’ network, (Nnabuo & Onyeike,

2007).

Teachers’ job performance can be accessed through a variety of dimensions, such as teachers’

capabilities, competencies, results and outcomes of teachers’ work usually summed up and

termed job performance. In the educational system like the secondary schools, effective job

performance refers to how a teacher performs his professional duties in the school or

specifically, classroom setting. Shah (2007) averred that teachers’ job performance refers to

observable behaviors, both verbal and non-verbal, a teacher-behavior which sometimes appears

as a result of or in the form of student’s achievement.

The relevance of staff development programmes to teachers’ job performance in secondary

schools of the South-East Nigeria cannot be under estimated. This is in terms of helping

teachers to effectively manage teaching and learning processes in classroom situation, enhance

teacher’s use of various teaching methods that will increase job performance, enhance the use

of instructional materials for teacher’s job performance and supervision which gives teachers

2
the opportunity to receive professional guidance from experts and professionals in the teaching

profession.

Every teacher requires a specialized skill for diversifying his method of teaching in the

classroom, depending on the assessment of student’s characteristic dispositions. Some students

learn faster than the others, some are slow learners, yet all the students in a particular class need

to grasp the lesson taught in the class for academic and personal use (Tacoli, 2008). It then

depends on the teacher to use the method or a combination of methods required for a particular

lesson since no method is recommended for continuous use for teaching at all times and in all

lessons. According to Aboyeji in Ngwu (2009), development programmes are ways of

acquiring relevant special knowledge, information, and skills for better performance in the

work environment. Through these means, teachers are exposed to new developments and

modern methods of carrying out their functions in the school organization. For teachers to

maintain a good level of job performance as well as improve on their methods of performance

in lesson delivery for students, professional guidance is required for teachers in secondary

schools. This professional guidance is given through supervision of classroom instruction to

enable teachers to know the best approach to use when delivering lessons in classrooms. This is

so as to boost their performances and meet with contemporary methods of teachers’

performance through the professional guidance of supervisors. Supervision provides

opportunities for teachers to be groomed through critical study of instructional processes and

classroom interactions to carry out their teaching tasks in line with professional codes of

conduct. If schools are not supervised adequately, it will have inimical effects on the students’

output and the educational objectives may not be achieved. Consequently, various instructional

supervisory techniques should be employed to ensure quality and quantity service delivery by

the teachers (National Open University of Nigeria (NOUN), 2006. Supervision is the process of

3
helping, guiding, advising and stimulating growth in teachers in order to improve the quality of

teaching (Okorji & Ogbo, 2013)

The enormous benefits of training and development to teachers in secondary schools for

improved job performance in South-East Nigeria cannot be overemphasized. This training and

development of teachers can be done through staff development programmes like in-service

training, workshops, conferences, meetings of professional association as well as supervision.

When these trainings are acquired adequately, teachers become equipped with adequate

knowledge and information which will influence classroom instruction and enhance their job

performance. This is in terms of diversification of methods of instruction, effective use of

instructional materials and effective classroom management.

Despite the huge benefits staff development programmes provide to the teaching and learning

processes as well increasing the job performance of teachers in secondary schools in South-East

Nigeria, the government is still lagging behind in the provision and funding of staff

development programmes for teachers. This shows in the laxity on the part of the government

to fund programmes for teachers development as well as laxity in the part of professionals

(principals and experienced teachers) guiding and mentoring new teachers on the job due to low

morale and poor motivation. This demoralizing situation is assumed to affect students’

academic performance as secondary schools in South East Nigeria, churn out thousands of

secondary school graduates with performance in both internal and external examinations like

West African Examination Council (WAEC), National Examination Council (NECO), National

Board of Technical Examination Council (NABTEB), etcetera. This background in South-East

Nigeria, prompted Elozieuwa (2012) to posit that poor training and development of secondary

school teachers, which has over time resulted to poor teachers’ job performance, has become a

menace to secondary schools in South-Eastern Nigeria, in terms of teaching and learning

4
processes as well as improved teachers’ job performance. It is on this background that the

researcher tends to determine how staff development programmes predicts teachers’ job

performance in secondary schools in South-East Nigeria.

1.2 STATEMENT OF THE PROBLEM

Scholars around the world have continued to maintain that no nation can rise above the quality

of her teachers. The case is not different in South-East Nigeria. Over the years in Nigeria, the

teaching profession was held in high esteem and prestige due to training and development

programmes from the British Colonial Masters. Hence, for you to be a teacher at any

educational level in Nigeria, you must have attained a particular level of professional standard

resulting from training acquired like teacher education and at least a national certificate in

education . It is no longer so today, as the reverse is the case. This is in regards to levels of

education, primary, secondary and tertiary. The reason is because teaching job is yet to be fully

accorded professional status by both the government and the society as it is presently relegated

to the last option for job seekers. Hence, half-baked and non-professionals are all recruited to

the teaching profession to teach future generation, contributing to a fall in the standard of

education.

Again, quality control through regulatory activities such as supervision and professional

development are always abandoned in the hands of less experienced personnel. Also on the part

of the government, poor and inadequate funding of education has been the major challenge

school managers grapple with each academic year in running educational institutions like the

secondary schools. This appalling situation reflects in the academic performance of students, in
5
character and learning, teachers’ job performance and morale resulting to low standard of

education and overall poor national development. Teachers who are the core curriculum

implementers require regular professional training to meet up with contemporary trends,

without such training, teachers will make the teaching and learning processes uninteresting and

then dampen their job performance as well as the academic performance of the learners. When

this happens, they can hardly diversify classroom activities to suit learners and qualitatively

influence learning outcomes despite their high academic qualifications and years of experience

in the teaching profession. It then implies that improving teachers’ performance through

diversifying teaching methods for effective teaching and instructional delivery in secondary

schools in South-East Nigeria is by developing the teachers through staff development

programmes. The challenge is that even when the Nigerian government and other international

organizations have recognized that the educational standard of Nigeria is low as it affects the

kind of graduates produced in Nigerian secondary schools, government hardly organizes

regular staff development programmes for teachers in secondary schools like in-service

training, workshops, mentoring, supervision and skill upgrading courses to enable them stay up

to date in the teaching profession. This will help them acquire new knowledge, upgrade old

knowledge to enhance their job performance. It is in the light of this background that the study

intended to find out how staff development programmes like In-service training, workshop,

mentoring, supervision and skills upgrading courses would serve as determinants of teachers’

job performance in secondary schools in South-East Nigeria. Put alternatively, the problem this

study intends to solve is looking out for a holistic approach of staff development programmes

and making the stake-holders involved be aware of the importance of the programmes for better

improvement of teachers’ job performance.

1.3 PURPOSE OF THE STUDY

6
 The purpose of this study was to find out how staff development programmes serve as

determinants of teachers’ job performance in secondary schools in South Eastern Nigeria.

Specifically, the study sought to:

1. find out the relationship between in-service training and teachers’ job performance in secondary

schools

2. ascertain how workshop relate to teachers’ job performance in secondary schools

3. determine the relationship between mentoring programmes and teachers’ job performance in

secondary schools

4. ascertain the relationship between supervision and teachers’ job performance in secondary

schools

5. find out how skills upgrading courses relate to teachers’ job performance in secondary schools

1.4 RESEARCH QUESTIONS

The following research questions were formulated to guide the study.

1. To what extent does in-service training relate to teachers’ job performance in secondary

schools?

2. To what extent does workshop relate to teachers’ job performance in secondary schools?

3. What is the extent to which mentoring programmes relate to teachers’ job performance in

secondary schools?

4. To what extent does supervision relate to teachers’ job performance in secondary schools?

5. What is the extent to which skills upgrading courses relate to teachers’ job performance in

secondary schools?

7
1.5 HYPOTHESES

The following null hypotheses were tested at 0.05 level of significance.

Ho1: In-service training does not significantly relate to teachers’ job performance in secondary

schools.

Ho2: Workshop does not significantly relate to teachers’ job performance in secondary schools.

Ho3: Mentoring programme does not significantly relate to teachers’ job performance in

secondary schools.

Ho4: Supervision does not significantly relate to teachers’ job performance in secondary

schools.

Ho5: Skills upgrading courses does not significantly serves as a determinant of teachers’ job

performance in secondary schools.

1.6 SIGNIFICANCE OF THE STUDY

The findings of this study will be useful to the Federal Government, Federal Ministry of

Education, Curriculum Planners, Teachers, Students and the society at large.

The findings of this study will be useful to the Federal government in terms of making the

Federal Government aware of the level of adequacy of staff development programmes required

for building the capacity of teachers in secondary schools in South Eastern Nigeria. These

enable teachers teach their various subject matters effectively and efficiently, because the

Federal Government is responsible for making available needed resources for the professional

development of teachers through staff development programmes. The findings will enable the

Federal Government in the implementation of educational policies and programmes.

8
From the findings of this study, the Federal Ministry of Education through the State Ministries

of Education and Secondary Education Management Boards (SEMB) will be made aware of the

need for a regular staff development programmes and updates. This will enable teachers in

secondary schools in South-East Nigeria to be adequately equipped to meet up with the

demands of their teaching jobs in secondary schools. The findings in effect will make the work

easily accessible to Ministry of Education.

The findings of the study will be useful to Curriculum Planners, as it will help them identify the

weaknesses or loopholes in the present teacher education curriculum following contemporary

issues and new experiences acquired hence, strategize ways of improving the curriculum like

entrenching the provision of adequate resources to enhance effective organization of staff

development programmes for the implementation of the curriculum in secondary schools in

South-East Nigeria. The research work as well as result of the findings will be published in

local and international journals to help curriculum planners.

The result of the study will be useful to teachers, as it will become an important way for

teachers to refresh and deepen their knowledge of their own subjects and learn new ways to

help students learn. The development programmes are ways that teachers can take the initiative

to strengthen their professional skills and help their students succeed in their academics. The

students will perform better with the teachers who gained a deeper understanding of how

students learn. The teachers will more likely pose complex problems, work to understand how

students process those problems, and help students find different and more effective ways to

answer questions. Teachers will be able to prepare their students to succeed in a changing

world, they need to be able to teach students how to use emerging technologies, how to

navigate evolving workplaces, how to communicate effectively, and how to think critically and

solve problems.

9
Furthermore, the result of the findings will become a reference material for further studies to

researchers and will help them gain insights about various challenges teachers face in secondary

schools as pertaining to regular staff development programmes, hence, advocate through

research the importance of programmes that will build the capacity of teachers in secondary

schools. The researcher will in effect see the gap and the need to make further enquiries.

The result of the findings will become a strong professional development component for

students because it will show to yield better student retention rate and better student

performance in developmental courses than those without teachers that are trained in staff

development programmes. Students also benefit when teachers get the chance to work through

the same types of problems they will later pose to students, examine new parts of the

curriculum, and improve their own knowledge and understanding of the subjects they teach.

1.7 SCOPE OF THE STUDY

The scope of the study was written under geographical scope and content scope. The study

focused on Staff Development programmes as determinants of teachers’ job performance in

secondary schools in South-East Nigeria. The geographical scope of the study was South-East

Nigeria which is: Abia, Anambra, Ebonyi, Enugu and Imo States. By every standard, South-

East Nigeria has education as its largest industry employing good number of teachers with

varying entry qualifications. South-East Nigeria on record has a good number of secondary

schools distributed across the geo-political zone. This singular characteristic made the

researcher who is also a full time teacher in the zone to settle for South-East Nigeria for the

10
study. The variables are: in-service training, workshop, mentoring, supervision and skills

upgrading courses.

CHAPTER 2

REVIEW OF RELATED LITERATURE

11
 The literature was reviewed under the following sub-headings: conceptual framework,

theoretical framework, empirical studies and summary of review of related literature.

2.1 CONCEPTUAL FRAMEWORK

2.1.1 Concept of secondary education

Secondary education has come a long time ago in Nigeria, having developed alongside western

education, which was introduced by Christian Missionaries in 1842 Adesina in (Ige 2013). At

the onset, only primary education received a boost from the Christian Missionaries because it

was used as avenue to woo the children into Christianity. Government’s attention to secondary

education started some decades after the development of primary education, particularly when

the need for outputs of primary schools to further their education in secondary schools became

paramount.

Secondary school is the stage of education following primary school. It is generally the final

stage of compulsory education. Eze (2010) sees secondary school as a school intermediate

between elementary school and college usually offering general, technical, vocational or

college-preparatory courses, while Collins (2003) refers to it as a school for young people,

usually between the ages of eleven and eighteen. As for the National Policy on Education

(FRN, 2004), it is the form of education children receive after primary education and before the

tertiary stage. According to Nwakpa (2017), secondary education is described as the second in

the tripod of education. The first and the third being primary and tertiary education

respectively. Secondary education serves as a bridge between the primary and tertiary

education.

Secondary education is provided for children after primary education, before tertiary education.

It is aimed at developing a child better than the primary level, because it is obvious that primary

education is insufficient for children to acquire literacy, numeracy, and communication skills

12
(Yusuf, 2009 & Ige, 2011). Such education is provided in secondary schools, which can be

owned by government (State or Federal), individuals or community. It is divided into two

phases as follows: Junior secondary phase and senior secondary phase. The junior secondary

school phase is the first three years of secondary education. The curriculum at this phase is pre-

vocational and academic in scope. Core, pre-vocational and non-prevocational subjects form

the curriculum. The core subjects include: English Language, Mathematics, French, and a

major Nigerian language other than that of the environment. Others are Basic Science, Social

Studies, Citizenship Education, and Basic Technology development (National Policy on

Education, 2004).

The pre-vocational subjects include Agricultural Science, Business Studies, Home Economics,

Local Crafts, Fine Arts, Computer Education and Music while the non-prevocational subjects

include Religious Knowledge, Physical and Health Education as well as Arabic. Certification at

the end of this phase depends on the performance of a student in Continuous Assessment (CA)

and the results of Junior School Certificate Examination (JSCE), usually coordinated by State

Ministries of Education or Federal Ministry of Education (if owned by Federal Government).

At the end of this phase, a child has to do the Junior School Certificate Examination (JSCE). A

child with a minimum number of passes in the subjects in the curriculum including English

Language and Mathematics proceed to the Senior Secondary (SS) level where he will be trained

for additional three years. This minimum qualification is a credit in the specified subjects. This

however, varies from state to state. A child that fails the JSCE (that is those without the

minimum passes including English Language and Mathematics) is expected to enroll in

technical college, an out-of-school vocational training centre or an apprenticeship scheme, in

line with the 6-3-3-4 system of education. This is the next three years after junior secondary

phase. It has wider scope than the Junior Secondary (JS) phase and aims at broadening the

knowledge and skills of a student beyond the JS level and thus prepares him for further
13
 education. It is academic and vocational in scope. A student has to offer minimum of seven and

maximum of eight subjects, comprising the six core subjects: English Language, Mathematics,

a major Nigerian language, one science, an art, and a vocational subject. One or two other

electives are to be selected from the art, science, technical, social science, and vocational

subjects. Certification at the end of this phase depends on the performance of a student in the

Continuous Assessment (CA) and Senior School Certificate Examination (SSCE), coordinated

by West African Examinations Council (WAEC) and National Examinations Council (NECO).

A child must obtain a minimum of five credits at two sittings including English Language and

Mathematics to be able to proceed to the tertiary level of the educational system development

(National Policy on Education, 2004).

Federal Republic of Nigeria (2013) stipulates that, secondary education in Nigeria aims at

preparing an individual for useful living within the society and Higher education. Specifically,

it aims at:

a. Providing all primary school leavers the opportunity for education of higher level irrespective

of sex, social status, religious or ethnic background;

b. Offering diversified curriculum to cater for differences in talents, opportunities, and future

roles;

c. Providing trained manpower in applied science, technology and commerce at sub-professional

grades;

d. Developing and promoting Nigerian languages, arts and culture in the context of the world’s

cultural heritage;

e. Inspiring students with a desire for self-improvement and achievement of excellence;

f. Fostering national unity with an emphasis on the common ties that unite us in our diversity;

14
g. Raising a generation of people who can think for themselves, respect the views and feelings of

others, respect the dignity of labor, appreciate those values specified under our broad national

goals, and live as good citizens; and

h. Providing technical knowledge and vocational skills, necessary for agricultural, industrial,

commercial, and economic development (National Policy on Education, 2004).

These laudable objectives can only be achieved by a teacher, who has been professionally

developed through numerous and dynamic staff development programmes that will equip them

with contemporary teaching strategies for effective classroom instruction and increased job

performance.

2.1.2 Concept of Teaching

The availability of staff development programmes for attainment of teachers’ productivity in

secondary schools in South-Eastern Nigeria is very important as it relates to effective teaching

of the curriculum content of secondary education. Teaching, according to Tella (2005) can be

viewed as the conscious and deliberate effort by a matured or experienced person to impart

knowledge, information, skills, attitudes and beliefs to an immature or less experienced person

with the intention that the latter will learn or believe what he was taught on a rational basis.

However, Ukeje in Babalola and Hafsatu (2016) on his part posited teaching as a systematic

presentation of facts, ideas, skills and techniques to students. The authors are of the view that

teaching remains meaningless till there is an immature or less experienced person to learn who

in this case is a student or learner. When the students are well taught by competent and well

mentored teachers, it becomes expedient for students to have an increase in academic

performance which explains the productivity level of the teachers. According to Maduagwu and

Nwogu (2006), every school activity is allocated some frames within which the activities are to

15
be accomplished. In this regard, the time of teaching in the school is a crucial period when the

teachers and learners do come together to discuss the subject matter. In the light of the above, it

is reasonable to notice that teaching does not take place in isolation; it requires the presence of

three major components which must be together mentally, physically and technologically

(Babalola & Hafsatu, 2016). These components include; the teacher, the learner and the subject

matter. Any loophole or disability on the parts of these teaching triadic components renders the

entire superstructure of the teaching mechanism crippled, outcome being the students’ poor

academic achievement and low productivity on the part of teachers. In a similar vein, Aliyu

(2014) asserted that for any activity to qualify as teaching, it has to be performed intentionally

and in accordance with professional principles. Generally, teaching can be observed as the

conscious, deliberate, intentional and purposeful effort by a trained teacher to impart

knowledge, skills and all forms of good behaviors to the lives of learners in order to make them

useful for themselves and for the society at large.

However, it has been discovered that the position of teachers during learning opportunity is not

stable; this is perhaps because the teacher can also learn from the students. Therefore, teaching

can simply be defined as a systematic triadic process of knowledge (Subject matter) sharing

process between a professionally trained teacher(s) and the learners. Abdullahi (2014)

continued by saying that there are certain features of teaching in which there is consensus

among professionals that effective teaching is systematic, stimulating and goal oriented.

Generally, effective teaching can be defined simply as a successful teaching. A successful

teaching is the one which produces the expected goal of the school; that is, the required

excellent academic achievement (Babalola & Hafsatu, 2016). For secondary schools to achieve

the level of teachers’ job performance required there is need for adequate staff development

programmes for teachers to boost their capacity and profession for an increased job

16
performance. Nevertheless, before teaching could take place according to Babalola & Hafsatu

(2016), it is a truism that the teacher, subject matter and the learners must be mentally,

physically and technologically available and ready.

A teacher is described as the professional, who imparts knowledge and learning experiences at

his disposal to stimulate, guide, direct and facilitate learners to acquire adequate mastery of the

skills being imparted (Isaac & Ekundayo, 2012). Ajayi, (2004) defined a teacher as someone

who causes learning to take place; someone who imparts knowledge, skills, values and attitudes

to a group of learners. It could be deduced from the above that a teacher is a person who gives

professional assistance to a learner or anyone who needs such assistance for his or her

consumption. These learners in most cases could be in a formal school system for acquisition of

knowledge. No meaningful learning can take place without the teacher, even though he is not

physically present; he is indirectly represented by the medium through which learning takes

places (Isaac & Ekundayo, 2012).

A teacher is an investigator of the writing processes using observation and discussion to

identify successful methods to teach different aspects of the writing process (Ambuko, 2008).

In the words of Oluremi (2013), a teacher is one certified to engage in interactions with learners

for the purpose of effecting a change in their behaviors. According to the author, a teacher also

assumes different capacities such as educator, instructor, tutor, lecturer and professor. Due to

their importance in all levels of the educational system and overall development of any nation,

there are assigned different roles to play in the classroom for the child’s development. Richard

in Benjamin, Francis and Tony (2013) presented a comprehensive list for teachers’ roles in

writing programmes. The roles include: keeping writing tasks clear, simple and straightforward,

teaching the writing process, developing meaningful assignments, outlining goals for each

writing assignment and teaching the principles. Ahmad and Aziz (2009) noted that some

17
teachers believe that classes should be teacher - centered, where the teacher is the expert and

the authority in presenting information while others take a learner-centered approach viewing

their roles as more of student learning. Also in the idea of Ndirangu (2004), inappropriate

classroom skills such as the use of teacher-centered methods sabotage the achievements and

goals of even the meticulously designed curriculum. The essence of teaching therefore becomes

defeated when the teaching process is not interactive. Teachers who are not Islands can equally

learn from students whose brains are not totally empty but with some ideas which teachers can

harness for a better productivity. Eken (2000) noted that in a student-centered class, teachers

are more of facilitators and students take on the discussion role; students are seen as being able

to assume a more active and participatory role vis-a-vis traditional approaches. This teaching

method promotes active participation of students in classroom activities and thus increases

teachers’ productivity and student’s academic performance.

The teacher, according to Matthew (2005),can actualize and translate the potentiality, skills,

attitudes and values for knowledge already in the learner and can accurately assess or evaluate

the level of achievements of the learner without any bias with certain professional principles.

Various authors have submitted that a good teacher has a lot of attributes that singles him out

among his contemporaries. According to Bandele (2000) and Ajayi (2004) a good teacher must

be brilliant and business-minded, clever, creative, diligent, disciplined, friendly, firm, and

forceful, good looking, godly and gentle. Other attributes of a good teacher according to the

authors include humility, innovation, integrity, magnanimity, neatness, responsibility,

punctuality, simplicity, serious mindedness, reliability and radiance. Above all, a good teacher

must be academically qualified. When a teacher imbibes these attributes, it definitely affects the

way and manner he presents his lessons to the students who need the knowledge for sustainable

development and self-reliance. In a similar vein, Akindutire (2005) also highlighted the

following as attributes of a good teacher: initiative, patience, sympathy, respect, flexibility,

18
 firmness, honesty, intellectual curiosity and keenness. Explicitly, (Organization for Economic

Co-Operation and Development - OECD) in Nwachukwu (2005) identifies the following four

distinct characteristics of what is expected of teachers:

a. Teaching as labor: The activities of teachers should be rationally planned, and

programmatically organized by administrators, with the teachers merely responsible for

carrying out the instructional programmes;

b. Teaching as a craft: Teaching is seen in this conception as requiring a repertoire of specialized

techniques and as well as mastering the techniques, the teacher must acquire general rules for

their application;

c. Teaching as an art: Based not only on professional knowledge and skills, but on a set of

personal resources uniquely defined; techniques and their applications may be novel,

unconventional, and unpredictable;

d. Teaching as a profession: The teacher needs not only a repertoire of specialized techniques, but

also the ability to exercise judgment about when these techniques should be applied and hence a

body of theoretical knowledge.

In the important role the teacher plays, Isaac and Ekundayo (2012) maintained that the teacher

is an important factor in the quality of education in any nation. They are the last post to

translate government policies and intentions into practical forms. A teacher performs a number

of functions in the school system to facilitate effective teaching process.

The functions of every teacher according to Ajayi and Ekundayo (2010) include: explaining,

informing and showing how; initiating, directing and administering; unifying the group, that is,

making students to relate to him and others very well; giving security; clarifying attitudes,

beliefs and problems; diagnosing learning problem; making curriculum materials; evaluating,

recording and reporting; enriching of community activities; participating in school activities;

and participating in professional and civil life.

19
Teaching and learning complement each other. For a teacher to teach there must be a learner or

student to learn. A learner or student acquires knowledge, skills and inspiration from the

teacher who teaches (Matthew, 2005). Learning is a change in human disposition or capability,

which persists over a period of time, and which is not simply ascribable to process of growth

(Gagne in Matthew, 2005). It exhibits itself as a change in behaviour; its interference is made

by comparing what behavior was possible before the individual was placed in a learning

situation and what behavior can be exhibited after such treatment. According to Lachman in

Babalola and Hafsatu (2016), Learning has been viewed by many scholars in the field of

education as a relatively permanent change in behavior as a result of experience. In a similar

vein, learning can be seen as an enduring change in the mechanisms of behavior (Domjan,

2010). According to Lachman (2016), learning is a process that underlies behavior. Since no

meaningful learning occurs without teaching, teaching therefore remains the most famous

process of knowledge propagation in the school system. Learning according to Erik and

Rebecca (2010) is the process of careful selection of facts, ideas and procedures geared towards

enhancement of useful living in the society. However, learning follows a series of steps such as

memorization, recitation and teaching.

For secondary school teachers to exhibit the exhaustively discussed personality duties and

objectives of teaching, there must be a process of empowerment for the teachers, and this

empowerment is in the form of staff development programmes required by secondary school

teachers for increased job performance and productivity.

2.1.3 Concept of Teachers’ Job Performance

20
 Performance according to Atiya and Palwasha (2012) is something a single person does either

very well or not with a predetermined aim. Job performance of employees remains an issue of

great concern to many organizations including the school. In secondary schools, the

employees are those teachers employed to do the work of classroom instruction for students

learning and academic performance. It gives an overview of how an organization is fairing.

The concept of job performance can be viewed from many perspectives like economic,

industry and management. Mali (2005) looked at job performance as reaching the peak of

performance with the least expenditure on resources. Job performance therefore is a critical

factor in socio-economic development as it justifies huge expenditure by the organization and

has many other salutary effects. According to Nwachukwu (2006), job performance is the

output, resulting from a given resources input at a given time. Benton (2002) projected the

following benefits of an effective job performance thus:

a. Strengthening the general economic foundation of workers.

b. Improvement in working and living conditions.

c. Higher earnings.

d. Increased output and services at less resources.

e. Ultimate short hours of work.

Since it can be deduced that job performance entails doing more with less resources, making

more from what you have rather smarter than harder, it is imperative to examine the various

means of encouraging job performance in our immediate society. According to Rao and Kumar

(2004), performance of teachers mainly depends on the teacher characteristics such as

knowledge base, sense of responsibility and inquisitiveness. The student characteristics such as

opportunity to learn and academic work; the teaching factors such as lesson structure, and

communication; the learning aspects such as involvement and success; and the classroom

21
phenomena such as environment and climate, and organization and management. If the teachers

take care of these factors, their performances can be enhanced to the optimum level. Teacher’s

job-performance is considered as teacher observable behaviours related to outcomes which are

relevant to educational goals (Cook, 2008). Griffin (2005) explored that the performance of an

individual is determined by three factors, that is motivation, work environment and ability to do

work. Nwachukwu (2006) suggested that for a teacher to improve his performance, he must

possess a natural ability and the will-power to be involved in productive ventures. He believed

that, acquisition of skills, compensation, supervision, evaluation and managerial support must

be present to encourage job performance of school teachers

Teachers’ job performance is the extent that students’ performances improve after a period of

instruction in a manner consistent with the goals of instruction (Olatoye, 2006). This

performance of students resulting from effective teaching is influenced by teachers’ dexterity in

managing the lesson, as well as efficient use of available instructional materials achieved upon

adequate training and development with staff development programmes. Omoniyi (2005)

corroborated the findings of Olatoye (2006) who observed that effective learning and teaching

include those activities that bring about the most productive and beneficial learning experiences

for students, and promotes their development as learners as a result of teachers development

and training. Researchers have focused on determining teachers’ job performance by examining

teachers’ contribution to students’ achievement gained for many years, but a lack of valid

measures and instrumentation has hampered the process. Only in the last 10-15 years have

researchers had the necessary combination of sufficient computing power, extensive data on

students’ achievements linked to individual teachers and appropriate statistical models with

which to determine effectiveness in terms of teachers’ contribution to students’ learning.

Holtzapple (2003) used Danielson (1996) Framework for teaching to compare students’

22
achievement with teachers’ evaluation scores using a value-added model of predicated

achievement versus actual achievement. The author found a correlation between the

observation scores and the value-added scores for teachers: teachers who receive low ratings on

the instructional domain of the teacher evaluation system had students with lower achievement,

while teachers with advanced or distinguished rankings on this instruction generally had

students with higher-than-expected scores, and teachers rated proficient students with average

gains. The aforementioned models are a relatively new way to measure teachers’ job

performance, and there are researchers who support their use (Hamre & Pianta, 2005 Sanders et

al, 2005). These researchers argued that value-added Models provide an objective means of

determining which teachers are successful at improving students’ learning as measured by gains

on standardized tests. Despite these potentially positive uses for value-added models, some

researchers express reservations and described serious concerns about their use for assessing

teachers’ effectiveness (Bracey, 2004 Braun, 2005). In this critique, Bracey (2004) said the

assessment is not a theory of what makes a good teacher in all the complexity that might be

required. It implies that making a good teacher with regards to classroom instruction requires

adequate training and development which shows in the performance of the teacher and more so,

in the academic performance and achievement of students.

2.1.4 Staff Development Programmes

2.1.4.1 In-Service Training

Explaining further, Ekpoh, Edet and Nkama (2013) stated that a lot of people, notable among

them: parents, students, government and even teachers themselves have expressed

dissatisfaction with the quality of teaching and learning that take place in the schools which

usually manifest in students’ academic performances and achievements in secondary schools. It

23
is expected that when students graduate from secondary schools, they should be useful and

productive to themselves and society rather than turning out to be useless to themselves and

society. Contributing to the solution of poor job performance of staff, Ogunmakin (2013)

suggested that staff development programmes are very important tools for improving the skills

and performances of teachers in an organization like the school. As pointed out by Odden,

Archibald, Fermanich and Gallager (2002), effective professional development produces

changes in teachers’ instructional practices which can be linked to improvements in students’

academic achievements. The quality content delivery of secondary school curriculum by

teachers is known to be a key predictor of students’ academic performance. Following this

assertion, Hammad (2001) pointed out that the simple most important determinant of what

students learn is what teachers know.

Teaching as a profession demands continuous development of knowledge and ability through

staff development programmes like workshops, conferences, seminars, induction and

orientation for new staff, refresher courses, in-service training, and so on. Staff development

programmes have been accepted as effective methods of increasing the knowledge and skills of

teachers in secondary schools. According to Lawal (2011), staff development programmes for

teachers are important aspects of the education process that deal with the art of acquiring skills

in the teaching profession. They are essential practices that enhance subject mastery, teaching

methodology and classroom management. The objective of staff development programmes is

that it ensures the promotion of professional growth, helps to improve pedagogical skills, keeps

teachers abreast with new knowledge, meets particular needs such as curriculum development

and orientation, helps in leadership responsibility, helps new teachers to adjust to teaching field,

helps to promote mutual respect among teachers and recognizes the need for modern teaching

methods (Madumere-Obike, 2007). In a similar vein Organization for Economic Co-Operation

24
and Development – (OECD, 2009) noted that professional development is defined as activities

that develop an individual’s skills, knowledge, expertise and other characteristics as a teacher.

In the context of the school, Staff development programmes refer to all the programmes like In-

service training, workshop, mentoring, supervision, skills upgrading courses designed for the

continuing education of the school personnel who in this context are the teachers who teach in

secondary schools (Ejiogu in Ofojebe & Ezugoh, 2010).

Generally speaking, Staff development programmes through in-service training according to

Abdulrahaman (2015) offered one of the most promising ways to improving classroom

instructions. It is an attempt to assist the classroom teachers to improve on their teaching

strategies, techniques, handle new instructional materials or possess the necessary information

and skills that are required for effective lesson delivery. When teachers who are assigned with

the functions of teaching in secondary schools are exposed to such training and development,

they will definitely improve in skills and competences for classroom instruction and learning

processes. The school-based teacher professional support and mentoring model is an alternative

strategy to in-service training for teachers. Here students, teachers, supervisors and facilitators

are involved collaboratively in carrying out a series of classroom activities that will help the

teacher to improve. The teacher gets professional support from facilitators and supervisors who

serve as mentors. Activities may include direct classroom support by the facilitators and

supervisors; staff meetings within the school and involving head-teachers and the participating

teachers; demonstration lessons by teacher-educators or mentors; visits to the school by

mentors (if external). Erant (2004) suggested that any framework for promoting and facilitating

professional learning should take into account the following: an appropriate combination of

learning settings (on-the-job, near the job, home, library, course and others, time for study,

consultation and reflection, the availability of suitable learning resources, people who are

prepared both willing and able to give appropriate support, and the learner’s own capacity to
25
learn and to take advantage of the opportunities available. While a teacher is already in service,

in-service training is suggested as a major strategy for refreshing and updating teachers’

knowledge about teaching skills and techniques in secondary schools (Akinbode 2008).

Broadwell (2006) stressed that the focus of In-service training is to bring about curriculum

change, innovation in teaching methodologies and provision of quality professional growth and

development. It creates an avenue for individuals to work as a team in solving problems, which

are of common concern to all staff as well as contributing to the development of the educational

objectives of the school system. Hence, to encourage growth in performance, other forms of

professional development such as workshops, refresher courses, exchanging teaching

professional writings and participation in the school programmes must be practiced. These will

help to complement the already acquired knowledge especially when these processes are

brought into reality through the role transition (Eric & Anaemeotu, 2013).

The purpose of In-service training is based specially to upgrade and update the potentiality and

competency of teachers to be more supportive, participative and achievement-oriented.

(Abarikannda, 2002). In other words, it is goal-directed activity focusing on changing

individuals’ values, orientation and attitude towards teaching and learning. In-service training

enhances performance as it provides access to professional growth, which helps to reduce some

deficiencies in skills and methodologies in teaching (Eric &Anaemeotu, 2013). The assumption

of this scholar is that, if opportunities are created for teachers to persistently rise in their various

transmissions of knowledge, there will be innovative change in curriculum, high degree of

participation in decision-making as well as standard teaching which will in turn affect students’

academic and practical performances in learning of entrepreneurship education. Louise (2008)

described in-service training as all professional development activities in which one engages

after initial certification and employment and does not conclude until there is a termination of

services. It is a development opportunity given to a staff for job enrichment and widening of
26
 knowledge, skills and techniques. According to Nakpodia (2008) in-service training programme

is a process for continuous up-dating of teachers’ knowledge, skills and interests in chosen

field. It is a means for continuous professional growth, which encourages the extension of

technical assistance by teachers to students. In-service teacher education is an integral part of

staff development programme, which is organized for teachers while in service. Nakpodia

(2008) outlined the benefits of in-service training of teachers to include:

1. To enable teachers obtain higher academic and professional qualifications in order to improve

their positions in the school system;

2. To help teachers acquire more conceptual and technical knowledge, skills and competences in

their teaching subjects and pedagogy in order to improve their efficiency in classroom

instruction; and

3. To enable the teachers to be adequately equipped to meet up with the new changes

in the school system in the 21st century.

In an earlier study, Akinbode (2008) had established that investment in the form of in-service

training was a crucial factor in the development of job commitment as the training serves in the

capacity of boosting teachers’ moral and thus, making them proactive in the business of

effective teaching of entrepreneurship education. Aitken (2004) added that in-service training is

the ongoing training of practicing teachers, which is typically arranged by school boards that

employed them. In a report of Education Review Office (ERO) of New Zealand (2009) it was

indicated that in-service training has many objectives, which include specific learning activities

tailored to the development needs of teachers and schools; as well as running of nationwide

courses funded by the Ministry of Education to equip teachers to deal with curriculum and other

changes. Their findings include the following facts: effective in-service training enhances

teachers’ performance which in turn brings about improvement in students’ achievements and

27
in-service training of teachers is the key mechanism to equip schools to respond to so many

challenges. It was also found out that in-service training, unlike pre-employment training, can

affect all practicing teachers, and can thus have a wider and more immediate impact on the

effectiveness of the teaching workforce as a whole. Staff development programmes are very

necessary for teachers teaching in secondary schools as regular updates of knowledge to meet

contemporary issues are hinged on how much teachers are opportuned to attend conferences

and workshops in their areas of specialization.

2.1.4.2 Workshops for Teachers’ Job Performance

The task of teaching is very demanding as it aims at performing the core duty of implementing

government educational policies and to bring about desirable changes in the behavior of the

learner. In order to achieve the intended outcome, it becomes obvious that the teacher must be

properly trained, retrained and equipped with modern teaching methodologies in order to

enhance his or her competence. According to Dede, Korte, Nelson, Valdez and Ward (2005), no

educational improvement effort can succeed without building teachers’ capacity to innovate.

Likewise, William and Thompson (2008) pointed out, that developing the capability of the

existing teaching workforce is far more effective than reducing class size or hiring new teachers

to replace the old ones in the effort to improve educational outcomes. Workshop is a means of

developing teachers in secondary schools to aid in improving their job performance. These

programmes are capacity building programmes which Aboyeji in Ngwu (2009) stated that it is

the process of acquiring relevant special knowledge, information, and skills for better

performance in the work environment. Through workshops, teachers are exposed to new

developments and modern methods of carrying out their functions in the school organization as

classroom instructors. Due to the important roles teachers play in the implementation of
28
 educational policies, the teacher-factor is considered most important in teaching and learning

processes.

Teachers have always been and will continue to be fundamental assets in the business of

education at all levels. (Elekwa 2008). This brings the teacher into a prominent role and as a

result the need to improve teachers’ efficiency and functionality becomes highly imperative

through the provision of capacity building programmes. According to (Stocklin, 2011),

teachers’ capacity building through workshops and seminars involve subjecting teachers to

intellectual activities, purposely designed, meant to develop and update their knowledge with a

view to translating such knowledge to the classroom activities, which will have a positive

impact on their students. This view is supported by Nakpodia (2008) who is of the view that

teachers’ capacity building is a continuous programme aimed at updating the skills and

knowledge of the teachers in their chosen field. Broadly speaking, Hallinger and Lee (2014)

maintained that workshops and conferences being an integral part of capacity building

embraces other aspects like lectures and seminars for the purpose of making them to be more

confident, efficient, and effective in the school system.

In the same vein, Okenjom, Akoloh, Ikurite and Ihekoronye (2017), there are many

programmes that go in line with workshops which is generally termed capacity building

programmes; these are workshops, refresher courses, electronic training, staff meeting and

conferences, among others. Light could therefore be shed on the programmes as thus:

1. Workshop is a form of training and development organized for the purpose of improving

teaching and learning conditions. Workshop is a training device used in upgrading professional

efficiency. Workshops bring teachers together for the purpose of learning new methods of

problem solving skills through which skills will be employed for effective implementation of

educational policies.
29
2. Refresher course is another form of capacity building programme for teachers in secondary

schools. In this programme the school teachers are released or granted leave by the education

board to attend training of special courses relevant to their acquisition of new knowledge for

effective teaching. The knowledge, skills and competences acquired is usually in consonance

with contemporary development in the job teaching in line with sustainable and proper

implementation of secondary school curriculum.

3. Electronic training as a form of capacity building programme for teachers in secondary schools

which is necessary for the proper implementation of curriculum for secondary education

programmes. The world is now a global village that needs teachers to be abreast with the

changes in his environment. In this type of training, teachers get trained through the internet by

professionals who guide them on the use and operation of electronic machines like computers

and other information communication technology equipment.

4. Staff meeting is a form of on-the-job training that creates a forum for staff to meet and discuss

issues that bother on the teaching and learning processes of the school. Staff meeting refers to

an assembly of people at a pre-arranged time usually to discuss specific issues. It provides a

forum for teachers to become more familiar with the problems and events that are occurring

outside their immediate areas of assignment, thereby learning from the ideas of others and

improving on their teaching processes for high job performance and improved students’

academic performance. When staff meeting is organized, it creates an atmosphere for the school

administrators to interact with teachers on areas of needs and specialization for effective

teaching and learning.

30
2.1.4.3 Mentoring Programmes for Teachers

One of the forms of professional teaching support for effective job performance is mentoring,

which is collegial support by a more experienced teacher to a less experienced teacher, and by

the relationship of the mentor accompanying and supporting the mentee (Pol, 2007). Mentoring

deals with support for the teachers’ professional development in various phases of their career

path. During mentoring, teachers begin with their own professional experiences, and regulate

their own professional development under the mentor’s supervision. The phenomenon of

mentoring and the introduction of a new teacher is perceived as one of the basic components of

quality teacher and quality school (Tomková et al 2012). Mentoring plays an important role not

only in the case of support for the development of new teachers’ professional skills and

competencies, but particularly in the process of support for the professional growth of teachers

who strive to increase the quality of their teaching (Hrbáčková et al, 2014). The mentor is an

experienced adviser whom the mentee trusts. The mentor is a side by side guide, who assists,

shares, and shows a genuine interest (Clutterbuck, 2004). The mentee (also protégé, intern,

programme client, service client) is an individual who is introduced to practice in the field by

an experienced expert, they are the mentor’s partner in the so-called mentoring relationship, and

they are a client of the mentoring programme (Brumovská & Seidlová, 2010). The teacher’s

professional and personal growth is an important part of the mentoring process, but the mentor

also profits considerably in the mentoring process (National Academy of Sciences, 1997).

Within the scope of the mentoring relationship, the mentor creates conditions for the mentee

which are suitable for gaining new knowledge and developing their interests and talent (DuBois

& Karcher, 2006). From a broader perspective, mentoring can be performed anytime, anywhere

and by anyone; it can be a one-off intervention or a life-long relationship (Shea, 2002). A

31
healthy and safe mentoring relationship is based on trust, a non-judgmental approach and

shared experience - this is the basis of a successful mentoring programme. (Píšová el al, 2011).

A teacher who is the mentee gains mentoring skills from their own experience, and also from

mentoring training (Suchánková & Hrbáčková 2017). Undergoing mentoring training not only

benefits the teacher’s future, but also improves the quality of the mentor’s capability and

professionalism. In the mentoring process, the mentor may appear in multiple roles (Píšová, et

al, 2011), whereby each of the roles play specific requirements on knowledge, skills,

experience and abilities. The mentor should be a good listener, they should be sensitive to the

mentee’s needs, and not judge or condemn when the mentee tends to be slow in learning

(Zachary, 2009). They should be educated and experienced people with high standards of

behavior and moral values worth following (Medlíková, 2013). The mentor should understand

themselves and others, they should have clear objectives, they should be communicative, have a

sense of humor and interest in developing others, they should build relationships on trust, they

should be creative and have the ability to reflect and self-reflect (Clutterbuck, 2004).

Mentoring deals with helping a less experienced person grow both professionally and

personally. Mentoring is a development process, including elements of coaching, facilitating

and counseling, aimed at sharing knowledge and encouraging individual development. It has a

long-term focus designed to foster personal growth and to help an individual place their

creative, personal and professional development in a wider cultural, social and educational

context. For example, why am I doing what I do? How do I perceive my identity? In what ways

does this impart on my professional life and work? Where am I going? What determines my

long-term goals? (Renshaw, 2008). Rhodes and Dubois (2006) defined mentoring in terms of its

functions. According to them, mentoring provides a structured and trusting relationship that

brings young people together with caring individuals who offer guidance, support and

encouragement. A number of writers have argued from a variety of perspectives that

32
collaborative teaching and mentoring, including planning and reflection, by teacher mentors

and their mentees offer a mentoring strategy with strong potential for realization of many

learning strategies that can be adopted for effective teaching (Tomlinson, Hobson & Malderez

2010).

The environment a teacher is attached to shapes the quality of the teacher and teaching practices

because the environment is guided by the culture of the teaching practices and conditions of the

workplace. Mentors provide the space, care, personal coaching and appropriate settings for

beginner teachers to gain knowledge and build strong personalities as teachers and embark their

new career in life in relation to effective classroom situation management and teaching

(Sharmini, Azlin & Mohd, 2017).

2.1.4.5 Supervision and Teachers Job Performance

Various scholars have tried to shed light on what is termed supervision. As a concept, it has

diverse meanings and definitions based on diverse individual’s needs, purposes and experiences

(Olawole, 2009). Howbeit, supervision according to Burton, Carper and William in Nwite

(2016) is an effort made by the supervisor to support teachers to become more effective in their

job and equally access professional development on the job. In the words of Bernard and

Goodyear (2008),supervision is an intervention that is provided by a senior member of a

profession to a junior member or members of that same profession. This relationship is

evaluative, extends over time, and has the simultaneous purposes of enhancing the professional

functioning of the junior member(s), monitoring the quality of professional services offered to

the clients and serving as a gatekeeper of those who are to enter the particular profession.

Ezeocha (2009) added that supervision focuses on the improvement of teaching and learning

and to assist teachers to know and accept the objective of the organization. According to

Olawole (2009), to be able to confidently and professionally oversee the supervisor in a

33
classroom situation, expertise, knowledge and experience are required. These features

according to him will cooperatively improve the conditions and methods of doing things

connected with the teaching/learning problems in schools. The job performance of a teacher is

very germane to the teaching professional. The teacher is supposed to be given professional

guidance during lesson delivery to enable the teacher to enjoy the guidance of a professional

colleague especially in areas where more work is required to be done for students’ attainment of

understanding on the subject matter.

2.1.4.6 Techniques of Supervision

For supervision to be effective, there are various techniques and methods supervisors can use or

adopt in the process of giving professional assistance to teachers who are their supervisors.

These techniques are thus: classroom visitation, orientation of new staff, audio visual aids,

panel discussion, skills training through micro teaching, clinical supervision, counseling,

curricular guide, lectures, interviews, follow-up conferences based on a given problem,

demonstration methods, using counseling models, direct reading for small groups and

individuals.

Also, there are several models to supervision with which the supervisor should be familiar with

to help him become confident in his duty of giving professional assistance to a less professional

who is the teacher in this context. These models are: Skills Training Model, Counseling Model,

Clinical Model and Group Supervision-Model.

i. Skill Training Model: The skill training model is basically diagnostic and prescriptive; it

sees the supervisor as the teacher of teachers. The variables discussed under teacher

effectiveness are particularly useful to one who views supervision as skills training. Here, a

wide range of skills like questioning, lesson planning, presentation, evaluation, closure,

34
 organization, communication, use of evaluation, close organization and use of methods, can be

learned. In undertaking such training, the supervisor should be aware of the following

assumptions that:

i. Teaching is made up of wide range of behaviours that can be specified

ii. These behaviors can be systematically developed and practiced.

iii. They can lead to predictable outcome

iv. The wider the repertoire of right teaching behaviour, the more effective the teacher.

These methods require the supervisor to:

a. Determine with the teacher those elements of teaching behaviour that lead to

effective teaching.

b. Determine methods of gathering data regarding actual teaching behaviour of

teachers (classroom visitation).

c. Analyze the data to determine strengths and weaknesses.

d. Provide remedies to improve the teachers’ weak areas.

Generally, this method makes use of competency-based approach to teacher

education as well as micro-teaching.

ii) Clinical Supervision Model: The clinical supervision model is a face-to-face encounter with

teachers usually in a classroom with the ultimate intention of professional development and

improvement of instruction (Olawole, 2009). It is a rationale and practice designed to improve

the teachers’ classroom performance and which takes its principal data from what has taken

place in the classroom on the sides of both the teacher and students during the teaching-learning

process. It involves procedures and strategies designed to improve students’ learning by

improving the teachers’ classroom behavior.

35
 Clinical supervision involves the following stages: pre-observation conference, observation and

recording of classroom interaction, analysis of observed behavior to identify a teaching pattern

as well as post-observation stage. The clinical model apart from being time-consuming requires

clear commitment to honest interaction.

iii) Counseling Model: In the counseling model, the supervisor deals with the teacher outside

the classroom and is more concerned about the teacher’s self-awareness. The supervisor

does not directly gather data about classroom teacher behavior. This model is based on a

number of assumptions, which are:

Teaching is an expression of the person.

Psychological changes can bring about changes in teaching behavior.

Supervision can help improve a teacher’s self concept.

The solution to a teacher's problems lies within the teacher.

d) Group Supervision Model: The group supervision model tries to look at critical incidents

through multiple perspectives or by sharing experiences through internal dialogue. Through

these models, the task of supervision becomes easier for supervisors, hence building more

confident in teachers which invariably promotes their job performances through professional

guidance and training.

2.1.4.7 Skills upgrading courses for teachers

A skill is the ability to carry out a task with pre-determined results often within a given frame

of time, energy, or both. In the task of teachers engagement in their primary duties of delivering

the curriculum to learners, skills acquisition will include time

management, teamwork and leadership, self-motivation and others. There are various areas

through which skills and dexterity can be achieved on-the-job, these are through seminars,

36
study circles as well as training sessions. Seminar according to Okenjom, Akoloh, Ikurite and

Ihekoronye (2017), is a form of off-the-job training and development needed by teachers that

could make them professionally more committed to their job in the case of giving professional

guidance to learners for greater academic performance. When these skills are adequately

acquired, it will enhance teachers’ effective use of instructional materials, good classroom

management and effective teaching method that will enhance their job performance in

secondary schools.

The job performance of teachers in secondary schools cannot be achieved without availability

and adequate provision of instructional materials. However, if instructional materials are

provided and teachers are not guided in their usage, the available instructional materials will not

be relevant or contributory to teachers’ job performance that usually affects students’ academic

performance. To achieve effective teaching and learning processes, there is the need for use of

instructional materials. This demands that the teacher should have adequate knowledge of the

contents, methodology and appropriate usage of relevant instructional materials. Instructional

materials are fundamental resources for schools for enhancing instruction, furthering the pursuit

of knowledge, and providing experiences of educational significance for class groups or for

individual students, (Miami-Dade County Bylaws & Policies, 2011). Similarly, Njoku (2000)

defined instructional materials as any human and material resources used by the teacher to

promote greater understanding of learning experience. They include resource persons and

various materials like whiteboard, pictorials, flashcards, projector, slides, film stripe and

language laboratory. This informs that for a given instructional procedure to achieve desired

objectives, it must be properly harnessed through adequate and proper use of instructional

facilities. Instructional materials are also described as concrete or physical objects which

provide sound, visual or both to the sense organs during teaching (Agina-obu, 2005).

Instructional materials are in various classes, such as audio or aural, visual or audio-visual.
37
Thus, audio instructional materials refer to those devices that make use of the sense of hearing

only, like radio, audio tape recording, and television. Visual instructional materials on the other

hand, are those devices that appeal to the sense of sight only such as the chalkboard, chart,

slide, and filmstrip. An audio-visual instructional material however, is a combination of devices

which appeal to the sense of both hearing and seeing such as television, motion picture and the

computer. Among the instructional materials the classroom teacher uses, the visuals out-number

the combination of the audio and audio-visual (Oladejo, Olosunde, Ojebisi, & Isola, 2011). To

enhance teachers’ job performance in secondary schools in South-Eastern Nigeria, there is need

for the adequate provision of instructional materials by the government and training for use of

provided resources.

Also, achieving the result of set objectives of a particular subject is dependent on how well the

teacher is able to manage his classroom environment to enhance learning informed by staff

training. The classroom is that space bounded by the wall and roof which a teacher houses his

students for the purpose of giving instruction to such students (Sunday, 2012). It is also a

shelter for both teachers and learners so as to engage them in educational activities. According

to Meyer (2003), the classroom is the meeting point for both teachers and students where

curricular activities are implemented. Educational objectives cannot be fully achieved without

the use of a conducive classroom environment.

The classroom is characterized by a network of interpersonal relationships directed at the

attainment of educational goals. The classroom is the immediate management environment for

formal knowledge acquisition. It is made up of the teachers, the learners, learning equipment

and the environment (Sunday, 2012). All educational plans of a school involving teaching and

learning takes place in the classroom (Asiyai, 2011). Kimberly (2001) stated the five

characteristics of a classroom as security, open communication, mutual liking, shared goals and

connectedness. Management on the other hand, can be seen as the process of designing and
38
maintaining any setting in which people work in groups for the purpose of accomplishing

predetermined goals (Sunday, 2012). The idea of any setting equally indicates that management

is applicable to all establishments which do not exonerate educational setting. The management

role of a teacher therefore is not the same as that of an accountant or a bank manager, but a

management role is certainly an institution that has specific objectives and a school is not an

exception (Sunday, 2012). In order to achieve a high level of serenity and conduciveness of

classroom, teachers who are leaders of the class have the job of providing a level of conducive

classroom required for effective teaching and learning. If teachers must achieve a conducive

environment for effective teaching, stakeholders and the Federal Government through the

Ministry of Education needs to provide adequate training through staff development

programmes that will equip teachers for improved job performance. Managing classroom

according to Chamundeswari (2013) is surfacing as one of the most challenging problems for a

teacher today. It is posing a problem requiring the serious concern of the educators and the

education researchers. Ineffective management leads to serious conditions of indiscipline

causing damage to the conducive climate for learning. Though teachers are provided with

inputs on the best managing strategies, they are not provided with any specific technique to suit

specific problems in classroom management. The teacher therefore, requires to plan in detail,

creating strategies of management in order to develop a productive learning environment.

It is important to note that effective teaching method can result only from the constant

observation of certain broad principles; this includes orderly procedure in teaching, an

arrangement of subject matter which will avoid waste of time and energy and a redistribution of

emphasis which will secure the greatest cooperation from the students and maintain their active

interest (Oladunni, 2015). Teaching methods are the tools through which practicing teachers

engage their students into meaningful activities as a result of which ideas, values and facts are

39
learned. These are the procedures by which objectives or goals can be easily attained by the

teachers. The application of effective teaching methods in teaching students in secondary

schools enhances teachers’ job performance during classroom instruction and quickens the

learner’s understanding about the content of the subject matter. According to Ajoma (2009),

teaching method is the professional technique teachers adopt in their instructional exercises to

enable them impart relevant knowledge and skills to their students. Also, Omosewo (2004)

considered teaching method as the art of creating learning situations and making pupils think by

providing books, equipment, materials and questions to be answered. From the definitions

given, it could be deduced that the responsibility of the selection and adoption of a teaching

method to be used in the teaching of a subject or a particular topic lies on the shoulders of the

teacher since there is no stereotyped method or strategy to be adopted. It is in the light of this

that Omosewo (2004) opined that, it is difficult to give a simple answer to the question, “what

is the best way to teach” or to say, “teach this way, follow these rules and all will be well.” So

much depends on the teacher who needs to have a good understanding of the several methods

of teaching available to the teacher in presenting his lessons to students.

Teaching methods as described by O‘Bannon (2002), are ways information is presented to the

students specifying the nature of the activities in which the teacher and the learner will be

involved during the teaching and learning process. Sawa (2002) from another perspective

defined teaching methods as the framework on which what learners need to learn is conveyed to

them by the teacher. In view of these definitions, teaching methods can be asserted as primarily

the description of learning objective oriented activities and the flow of information between

teacher and students in the teaching and learning processes. This can be achieved or learnt by

teachers through training and development.

40
Teaching methods involve different activities of the teacher and the learner such as questioning,

explanations, demonstration or directions which usually is referred to as skills or techniques.

Thus teaching methods involve different techniques. The use of these techniques vary with

different teaching methods and depends on many factors such as type of learning objectives,

nature of subject, age of students, number of students among others. Hence, there are different

types of teaching methods: Lecture/expository method, discussion method, demonstration

method, role-play method, group method, questioning method, field trip method and guided

discovery. These different teaching methods are grouped by some educators (Shawnee, State

University, 2001;Sawa, 2002; O‘Bannon, 2002 & Campbell, 2006) into two approaches:

teacher-centred and student-centered.

Appropriate use of instructional methods influence teachers’ performance in classroom

instruction and increases job performance. Instructional methods facilitate teaching and

learning (Mezieobi, Ossai, Onyeanusi & Egharevba, 2012). Oboegbunam (2004) in this regards

posits that application of relevant methods of teaching equip the teacher with requisite

knowledge and skills to execute the teaching. By implication, if appropriate teaching methods

are employed for teaching in line with prepared lesson, they will have a good record of

achievement from learners. This is because; teaching is not mere classroom instructional

presentation, but, the ability to use relevant instructional methods to promote high learning

(Stenhouse in Okeke, 2013).

Discussion Method: Discussion method may be seen as an interactive and or participatory

approach to teaching where a teacher guides the learners reasoning and or reaction on a

particular subject matter or topic. According to Onyemerekeya (2003), discussion method

involves intelligent exchange of opinions or ideas on a topic or an object. Ojukwu (2005) saw

the discussion method as a participatory approach to teaching and learning wherein the teacher

41
and student’s contributions are essential. They further reiterate that it involves bringing up

issues on both sides and seeking solutions based upon the participant’s analysis and synthesis.

Discussion method is characterized by verbal interaction between teacher and students or

between students and students. This suggests that teachers can hold discussion with students

where they will guide the contributions of the students, lest they go astray from the topic of

discussion. On the other hand, a teacher can group students in small groups and make them a

leader who may be guiding their discussion as they engage in student-student discussion.

Hence, discussion implies the participation of students in the learning process where learners

evaluate points of view, raise issues on their own and seek solutions based upon the study,

examination and group analysis under the teacher’s direction and guidance (Maduewesi 1999).

Supporting this view, Onyemerekeya (2003) posits that the discussion approach to teaching

assumes a willingness to share points of view, to hold an open mind and to weigh evidence

objectively. Discussion approaches to teaching take different forms.

Group method: According to Ahmed and Aziz (2009), defined group method as the method the

teacher uses to divide the students into groups for the purpose of instructions. Each group may

be assigned a task, reading, recording and production of items in case of practical activities.

The groups are given definite tasks, enough instructions and the necessary conditions.

Sometimes group leaders are appointed. They will be reporting to the teacher the observations,

problems or questions that may arise while doing the work. The teacher in this arrangement

serves as a consultant or guide. He goes round the groups giving them the necessary assistance

or answering their questions. The task assigned to the group if arranged well will keep the

learners busy for the period of the lesson and beyond. Group method poses challenges to

students because they have to understand or accomplish the work given. According to Mishra

(2007), group learning is often called collaborative learning or peer teaching. He explained that

42
this teaching technique fastens student’s face-to-face interaction, interpersonal and small group

skills, group processing, individual accountability and personal responsibility, and positive

interdependence. It also gave students the opportunity to affirm their learning through teaching

others and provides students with other styles of teaching that may be more accessible to them.

The Dynamic Flight Handbook (2003) defined the group learning method as an instructional

strategy which organizes students into small groups so that they can work together to maximize

their own and each other’s learning. It was further stated that numerous research studies in

diverse school settings and across a wide range of subject areas, indicate promising possibilities

for academic achievement with this strategy. For example, advocates have noted that students

completing group learning, group tasks tend to have higher test scores, higher-self-esteem,

improved social skills and greater comprehension of the subject they are studying. Group

learning method ensures students participation in the teaching and learning process instead of

being passive and waiting for whatever the teacher has for the lesson, the students in this

learning method contribute maximally.

Questioning method: Questioning method is sometimes referred to as the Socratic Method of

teaching because it took its root from Socrates the great Greek Philosopher. According to Aliyu

(2008), the questioning method is where the teacher develops concepts and thinking by students

through developmental questioning. The questions asked by the teacher help the students to

think, reason and organize their thoughts to be able to give answers. Fajemidagba (2004), also

expressed that Socratic Method is translated to mean question and answer thus: “the teacher

asks a question: one students answers, the teacher reacts and ask another question which is

responded to by a second student and so forth”. They believed that the method is extremely

valuable as a way to guide developmental thinking, to stimulate creativity, problem-solving, to

initiate discussion and to stimulate quick recall of requisites needed for the day’s lesson. Siagh

43
and Rana (2004) reported that questioning is an important part of the teaching process without

which no teaching can be effective. They went further to state its advantages: one is that the

teacher can easily know through the questions whether his students have followed him or not.

Second is that it keeps the students alert and therefore, keep their attention intact. Besides, good

questions can generate healthy discussions that may lead to a better understanding of the

material by the students. Questioning breaks the passivity and monitoring that often pervades in

a class as most teachers use lecture method only. Mishra (2007) asserted that posing questions

can be an effective technique.

Demonstration Method: Demonstration method is one of the major methods of teaching that is

widely used in teaching and learning process. Taylor in Aliyu (2008) defined a Demonstration

method as an illustration of a point in a lecture or lesson by means of something other than

conventional visual-aid apparatus. Demonstration method implies the presentation of a pre-

arranged series of events or equipment to a group of students for their observation. Texts and

web sites proffer a philosophy underlying the use of classroom demonstrations; that because

demonstrations are entertaining, they will spark deeper interest in the current topic and prompt

students to further study the subject. Many published articles relating to demonstrations take up

this theme, for example, Meyer (2003) state that “educators can generate and review vital

interest in accounting through the use of well-planned and effectively presented classroom

demonstrations that attract and engage the active and visual learners in today’s classrooms”

According to Coffey (2009), demonstration can be used to provide learning opportunities in

classes. He added that when using the Demonstration method in the classroom, the teacher

performs the tasks step by step so that the learner will eventually be able to complete the same

task independently. After performing the demonstration, the teacher’s roles become supporting

students in their attempts, providing guidance and feedback and offering suggestions for

44
alternative approaches. These are some of the ways students can benefit from demonstration

method.

Field Trip Method: Field trip is a well-known method of teaching in secondary schools. Field

trip may be seen as a method of teaching where students are taken to the community or a place

that is related to the topic of study that they may obtain direct information about the topic by

observing the actual events or activities through the horse’s mouth. It is any educational venture

that takes the students outside the classroom (Ezeudu, 2003). Field trip is a study arranged by

the school and undertaken for educational purposes, in which the students go to places where

the materials of instruction may be observed and studied directly in their functional settings

(Ojukwu, 2005). It can be called excursion method of learning where students are taken outside

the classroom for practical observation of objects, events, or activities related to their topics of

study in the field. Field trip may provide for on the spot learning. There is no better way to

discover knowledge in a real life situation than to actually be there on the spot (Maduewesi,

1999). Perhaps on the spot learning gives students concrete ideas, knowledge, attitudes and

understanding which they may not get from reading a book. Hence, field trip provides the

students with first hand learning experience about the subject matter.

Guided Discovery Method: Guided discovery is regarded by many teachers as an important tool

for teaching in a classroom situation. It encourages independence, makes learning more

memorable, and if analysis is done in groups is a meaningful communicative task. It is

important, however, to understand that some learners are resistant to this approach. Guided

discovery method, according to Davidson (2006), opined that students learn through personal

experience with limited subtle guidance from the teacher. He asserted that in this approach,

thought provoking topics are introduced as questions for investigation by the students. The

guided discovery method is a student-centered, activity-oriented teaching strategy, in which the

teacher uses varieties of instructional materials and probing questions to enable students
45
 discover answers to the problems at hand. It allows interactions between the teacher and the

students and amongst students themselves. In order to achieve the aim of effective teaching in

secondary schools using the guided discovery method, learning must be adequately supported

by effective teaching like the guided discovery method (Hmelo-Silver, 2007). This affirmed

the need for the study; staff development programmes as determinant for teachers’ job

performance in secondary schools in South-Eastern, Nigeria.

2.2 THEORETICAL FRAMEWORK

The researcher has included a brief review of the relevant theories provided in the literature

because they can often inform researchers of the most effective ways of designing relevant

procedures to investigate staff development programmes as determinants for teachers’ job

performance in secondary schools in South-Eastern Nigeria. Jacob Mincer’s Theory of Human

Capital Development (1958), Constructivism Learning Theory by Dewey (1929), Maslow’s

Hierarchy of Needs Theory by Maslow's in (1943) and Theory of Job Performance by

McGregor (1960) were reviewed.

2.2.1 Jacob Mincer’s Theory of Human Capital Development (1958)

Theory of Human Capital Development was propounded by Jacob Mincer’s (1958). The theory

emphasized that since training is regarded as an investment, it involves costs and benefits,

which can be assessed by using financial criteria such as present value and the internal rate of

return. Human capital theory is based on neo-classical theories of labour markets, education and

economic growth. It takes into consideration that employees are productive resources and

attempts to find out how relevant staff development programmes can make teachers to be more

productive than others who do not have opportunity for such training. Despite some grand

46
rhetorical statements on the importance of education for the individual and society as a whole,

the truth was that education was a peripheral issue when it came to the analysis of economic

phenomena, notably in terms of the labour market. By implication, teachers who are staff in

secondary schools need regular update of knowledge to improve instruction, classroom

activities and job performance. Staff development programmes have the capability of

influencing teacher’s professional development and academic performance of students for

national development. In anchoring this theory to this study, a teacher need to attend various

and regular training that will enable him to adjust with new trends and innovation for secondary

education. Without these programmes, the teacher inadvertently assumes the tendency of

remaining obsolete in his teaching ability and performance in instructional delivery which in

turn affects the overall performance of learners who are receivers of the knowledge and

information of teachers.

2.2.2 Constructivism Learning Theory by Piaget (1980)

Constructivism Learning Theory was propounded by Piaget (1980). Piaget's theory of

constructivism argues that people produce knowledge and form meaning based upon their

experiences. Piaget's theory covered learning theories, teaching methods, and education reform.

Constructivism is a learning theory found in psychology which explains how people might

acquire knowledge or learn. It therefore has direct application to education. The theory suggests

that human beings construct knowledge and meaning from their experiences. Constructivism is

not a specific pedagogy.

Piaget's theory of Constructivist learning has had a wide ranging impact on learning theories

and teaching methods in education and is an underlying theme of many education reform

movements. Research support for constructivist teaching techniques has been mixed, with some

47
research supporting these techniques and other research contradicting those results.

Constructivist theory for instructional developer’s stresses that learning outcomes focus on the

knowledge construction process and that learning goals should be determined from authentic

tasks with specific objectives. Constructivism approaches teaching and learning based on the

premise that cognition (learning) is the result of "mental construction." In other words, students

learn by fitting new information together with what they already know. Constructivists believe

that learning is affected by the context in which an idea is taught as well as by student’s beliefs

and attitudes. A constructivist learning perspective implies that knowledge and skills can be

improved in different ways without necessarily any one ideal solution. In skills molding in a

specific environment, the various aspects of performance need to be defined, demonstrated, and

comprehended. This will enable people and groups to pinpoint gaps and deficiencies in

performance in a specific skill area. This type of dynamic social participation should also

accelerate the learning process. This theory is relevant to the present study as staff development

programmes will enhance knowledge and skills thereby improving teachers job performance in

secondary schools

2.2.3 Maslow’s Hierarchy of Needs Theory by Maslow's (1943)

The theory of motivation was propounded by Maslow's (1943). Maslow wanted to understand

what motivates people. He believed that people possess a set of motivation systems unrelated

to rewards or unconscious desires. Maslow stated that people are motivated to achieve certain

needs, and that some needs take precedence over others. The most basic need is for physical

survival, and this will be the first thing that motivates behaviour. Once that level of physical

48
survival is fulfilled the next level up is what motivates people, following other needs. Every

person is capable and has the desire to move up the hierarchy toward a level of self-

actualization. Unfortunately, progress is often disrupted by failure to meet lower level needs

due to poor personal or external management of life’s experiences. These needs are

Physiological Needs, Safety Needs, Social Needs, esteem needs, and self-actualization needs.

According to Maslow, each of these needs precedes the other till self-actualization.

With relevance to the current study, teachers in secondary schools in South-Eastern Nigeria

who are the required human resources and also vested with the onerous task of classroom

management and teaching process, need to be motivated by the government and relevant

authorities through the provision of adequate staff development programmes to trigger the

desired outcome required from them as key resource for curriculum implementation.

According to Maslow in his theory of motivation, if adequate staff development programmes

are provided for teachers in secondary schools, it will satisfactorily motivate them on the job

for higher job performance. This is because man in his original state needs to be coarse or

pampered to do certain things. Looking at the stressful nature of the teaching profession in

trying to educate the future generation there is ample need for motivation to enable teachers to

put in efforts that ordinarily they will not mind, but will do it when the management is

encouraging and motivating. In anchoring this theory to the study, the government and other

relevant bodies must be able to motivate its staff sufficiently for job performance. Thus,

manager X/Y behaviors should mediate the relationship between manager X/Y attitudes and

subordinate performance. Theory ‘X’ postulates that a negative attitude brings low

performance, while theory ‘Y’ predicts that positive attributes result in high performance. The

theory maintains that a teacher exhibits his or her level of performance on the job, allowing

himself to improve on his job performance following regular development. In this regard,

teacher performance could be measured through a rating of his or her activities in terms of
49
performance in teaching, lesson preparation, lesson presentation, actual teaching and teacher

commitment to job, extra-curricular activities, supervision, effective leadership, motivation and

morale among others. High performance organizations achieve superior results by clarifying

their strategy, streamlining their design (processes, systems and structure) and making each

member of the organization a contributing partner to the business. Employees who understand

the business, are committed to getting results, and are organized into units or teams that take

full responsibility for making decisions, solving problems, and continuously improving the

quality of their work. In other words, these theories focused on the enhancement of teacher’s

productivity and development, which in turn improves quality of teaching and learning

environment.

2.3 EMPIRICAL STUDIES

Udofia and Ikpe (2012) carried out a study on Administration of In-Service Training as a

Correlate to Teachers Attitude to Work in Private Secondary Schools in Cross River State of

Nigeria. The major purpose of the study was to investigate how administration of in-service

training determines teacher’s attitude to work in private secondary schools in Cross River State

of Nigeria. A correlational survey research design was adopted for the study. The sample

comprised 800 teachers, randomly selected from a population of 2, 946 teachers. The null

hypothesis that guided the study was tested with a set of questionnaire item as the instrument

for data collection. The statistical tool used to analyze the data was Pearson r and t-test. The

findings showed that administration of in-service training programmes significantly correlates

teacher’s attitude to work in private secondary schools. On the basis of the above findings, it

was recommended among other things that, systematic and regular in-service training courses

should be organized by the proprietors of private secondary schools.

50
Relating the previous study to the present, both studies deal with staff development, but there is

a difference in the aspect of the present study. The previous study concentrated on one aspect of

staff development programmes (in-service training), whereas the present study deals with all

programmes that contribute to improving teacher productivity in teaching entrepreneurship

education. Equally, the finding of the present study will oversee general dimensions of staff

development programmes thereby filling the gap.

Iroegbu and Etudor-Eyo (2016) carried out a study on principals’ instructional supervision as a

determinant of teachers’ job effectiveness in Akwa-Ibom State. The purpose of the study was to

examine how principal’s instructional supervision determines teachers’ job effectiveness in

public secondary schools in the Uyo Local Education Committee in Akwa-Ibom State. Four

objectives and their corresponding research questions and hypotheses were formulated to guide

the study. The correlational research design was used in carrying out this study. Two hundred

and one teachers and 14 principles were drawn from the population of 1,105 teachers and 14

principals respectively to participate in the study. Two researchers-developed instruments,

“Principals’ Instructional Supervision Interview (PIS1)” and “Teachers’ Teaching Effectiveness

Questionnaire (TTEQ)” were used to gather data. Data collected were analyzed using the

Pearson r and independent t-test statistic. The findings revealed that there is a significant

difference in teacher’s effectiveness based on classroom observation, analysis/strategy, post-

conference analysis and post-analysis conference. Teachers in schools where instructional

supervision was adequate were more effective than those that had inadequate instructional

supervision.

In relation to this study, the previous study’s interest was on differences in teachers’

effectiveness based on principals’ instructional supervision but the present study looks at how

supervision improves teachers’ performance in secondary schools in South Eastern Nigeria

51
Syed, Khalid, Ziarab and Ishtiaq (2011) also carried out a study on In-Service Training of

Secondary School Teachers as correlates of Teacher’s Performance in Kohat-Pakistan. The

study was delimited to all Trained Graduate Teachers (TGTs) working in Federal Government

Secondary Schools of Islamabad who received In-service training during years 2005–2009. Out

of 1, 265 TGTs 32 INSET TGTs (with In-service education and training) and 32 NON-INSET

TGTs (without in-service education and training) population, 64 college teachers, 256 students

and 32 head teachers were selected as samples. One observation schedule and three five point

Likert rating scales questionnaire instruments were used to collect the data on four selected

parameters. Mean scores, T-test and standard deviation were applied. Out of five, four null

hypotheses were rejected at 0.05 level of significance. It was concluded that the performance of

INSET TGTs was comparatively better than the NON-INSET TGTs. The recommendations for

training for working teachers and improvement of training contents were made. This study is

related to the previous study in that, both treat staff development in relation to teacher’s

productivity, however, the previous study should have adopted Pearson r for data analysis

which it fails, also the area of study differs, the present study filled the gap. The previous study

is carried out in Pakistan, the present study is in Nigeria.

Iwuagwu and Aiwuyo (2017) carried out a study on effects of In-service training on effective

classroom control and teacher- student’s relationship in secondary schools in Edo State. The

major aim of the study was to ascertain how in-service training influences effective classroom

control and teacher-students’ relationship in secondary schools. A descriptive survey using an

ex-post facto research design was adopted. Stratified and simple sampling techniques were

utilized to determine the sample size. The respondents were two hundred and eighty (280)

principals, vice principals and heads of department from selected public secondary schools in

Edo Central Senatorial District. The instrument for data collection was a 10 item structured

questionnaire. Data were collected and analyzed using percentages and frequency counts. The
52
instrument for data collection was a 10 item structured questionnaire. The findings of the study

showed that In-service training has significantly affected effective classroom control and

teacher-students’ relationship. It was therefore recommended that In-service training should be

regularly organized for teachers in Secondary Schools.

In relation to this present study, the previous study dealt with effects of In-service training on

effective classroom control and teacher-student’s relationship while the present study

concentrates on In-service training and teachers’ job performance, hence the disparity.

Okenjom, Akoloh, Ikurite and Ihekoronye (2017) carried out a study on capacity building

programme needs for school administrators in secondary schools in Cross River State, Nigeria.

The purpose of the study was to ascertain the relevance of capacity building programmes to

secondary school administrators in Cross River State, Nigeria. Descriptive survey design was

adopted for the study. The study was guided by two research questions. The population of the

study consisted of 234 principals in Secondary schools in Ikom Education Zone, Cross State,

Nigeria with a sample of 150 respondents. The instrument for data collection was a researcher’s

structured questionnaire titled “Capacity building programme needs for school administrators

(CBP NSA)” which was used to elicit information from the respondents. The instrument

consisted of 20 items developed by the researcher. Mean and standard deviation were used to

answer the research questions. The study found out that government incentives help in

motivating administrators to ensure participation in capacity building programmes for effective

school administration.

In relation to the present study, both studies look at capacity building programmes, but while

the present study is interested in teachers capacity building programmes for teacher’s job

performance, the previous study looks at capacity building needs for school administrators,

hence the difference.

53
Chika (2015) carried out another study on capacity building practices and its implication for

teachers’ professional development in secondary schools in Cross River State, Nigeria. It

focuses on the level of provision of capacity building practices in respect to seminar, workshop,

conferences, in-service training, ICT training, coaching/monitoring. Survey research design was

adopted for the study. One research question and one hypothesis were isolated to guide

direction to the study. Simple random sampling technique was used to draw two hundred

schools for a sample out of the population of two hundred and thirty four (234) schools in Cross

River State. Data collection was done with the researchers constructed instrument called

“Capacity Building Practices Questionnaire (CBPQ)”. Data collected were subjected to

statistical analysis with the use of descriptive statistics and population t-test. Results of the

findings revealed that the most provided capacity building practices in secondary schools is

coaching, monitoring followed by workshop, ICT training, conferences, seminars and in-

service training the last. The level of provision of capacity building practices in terms of

seminar, workshop, conferences, In-service training, ICT training, coaching/mentoring is

significantly low. It was recommended that school managers should provide more capacity

building practices in secondary schools for teachers. When they are organized, the management

should motivate the teachers to attend by providing the finance for it.

In relation to the previous study, both studies discuss capacity building but the previous

developed only one research question and one hypothesis for the study but the present study

developed five research questions and five hypotheses, hence the difference.

Thompson (2015) carried out another study on Capacity Building for the productivity of public

Secondary Schools Teachers in Ebonyi State. Two research questions and two hypotheses were

posed. The design of the study is a descriptive survey. Data were collected through a structured

questionnaire tagged Capacity Building for Productivity of Public Secondary Schools Teacher’s

54
Questionnaire (CBPPSSTQ). The instrument had a reliability index of 0.81. The mean score

was used for the analysis of the research questions while z-test statistical analysis was used for

the test of hypotheses at 0.05 level of significance. The findings of the study revealed that

Capacity Building plays a very important role in the development, effectiveness and

productivity of public Secondary School teacher’s in Ebonyi State. In consideration of these

findings, it was recommended that Government and School management should regularly

provide Capacity Building programmes to the teachers in order to enhance their productivity.

Relating to the previous study, the present study is carried out in South Eastern but the previous

study is carried out in Ebonyi state, hence the disparity.

Suchánková and Hrbáčková(2017) carried out a study on mentoring in the professional

development of primary and secondary school teachers. The purpose of the study was to

examine the efficiency of the mentoring course from the perspective of primary and secondary

school teachers in the Zlín region, Czech. The design for the study was survey research design.

Four research questions and four hypotheses were formulated for the study. To analyze the

data, correlation analysis with ANOVA was used for analysis. The population of the study was

30 respondents which stood also as the sample since the size was manageable. The instrument

for data collection was the questionnaire instrument. The contribution presents the results of

research focused on analyzing methodical support for teacher education via mentoring, and

familiarizes itself with the ascertained efficiency of the established mentoring programme in

pilot schools in the Zlín region from the perspective of primary and secondary school teachers.

The research shows that teacher’s evaluation of their own professional coaching competencies

plays an important role in the perception of mentoring efficiency. The higher the level of

mastery of these competencies that the teachers attain in their own opinion, the better mentors

they feel they are, the more they perceive mentoring as beneficial, and the more they use it in

practice. At the same time, it is shown that the evaluation of one's own professional coaching
55
competencies depends on the level of inner motivation to become involved in the mentoring

course.

In relation to the previous study, both studies deal with teacher mentoring but the present study

concentrates on the secondary school teachers while the previous study looked at both primary

and secondary school teachers.

Wellington (2015) carried out another study on examining the role of the mentor in teacher

education in Zimbabwe. The purpose of the study was to examine the role of the mentor in

teacher education in Zimbabwe. The study used the qualitative methodology and case study

design. Two primary schools were conveniently selected. A total of twelve mentors and twelve

student teachers responded to open ended questionnaires. The study observed that differences in

ages between mentors and student teachers were at times marginal. It was also observed that the

relationship between the mentors and student teachers was mostly free and open, and at times a

parent/child relationship depending on age difference. There appeared to be no clear system of

selecting mentors. When it came to models of mentoring, there was no specific model that

appeared to be followed, as the model followed was a combination of the apprenticeship model

and the competence-based model. Whilst most student teachers appreciated the role of the

mentor there were cases where they felt that some mentors were taking advantage of them. It

was also observed that mentors lacked training in mentoring and this compromised their roles

in teacher education. The study ends with the recommendations that the selection of mentors in

schools should be rationalized and that there is need to conduct a similar study at national level.

Relating the previous study and the present study, both studies discussed teacher mentoring, but

the present study is carried out in Nigeria while the previous study is carried out in Zimbabwe.

Usman (2015) carried out another study on the Impact of Instructional Supervision on

Academic Performance of Secondary School students in Nasarawa State, Nigeria. The purpose

of the study was to examine the Impact of Instructional Supervision on Academic Performance
56
of Secondary School Students in Nasarawa State with reference to Senior Secondary Certificate

Examination (SSCE). Five research questions were used to guide the study to a rational

conclusion. Descriptive Survey method was adopted in which Instructional Supervision and

Student’s Academic Performance Questionnaire (ISSAPQ) were used to obtain relevant data

from 92 teachers in 37 selected Senior Secondary schools using the simple random sampling

techniques. Pearson product moment correlation statistics (Pearson r) and t-test at 0.05 level of

significance was used to analyze the data generated to answer the research questions. The study

shows that regular instructional supervision using robust supervision strategies like checking of

student’s notebooks, classroom visitation/inspection by school administrators, checking

teacher’s lesson plan/notes and inspection of teachers record keeping have significant

correlation with teacher’s performance and academic achievement of students in Secondary

Schools. Recommendations like proper alignment of government policies with educational

needs of the society, provision of adequate and relevant instructional materials for teaching,

regular in-service training for teacher’s capacity development, de-politicization of the free

education programmes and proper evaluation of school administrative procedures and

educational outcomes were adduced for remediation.

In relation to the present study, both studies looked at the relevance of supervision to improve

performance, but previous work is to improve student’s performance but present work is on

teacher’s job performance.

Olawole (2009) carried out a study on perceived influence of supervision of instruction on

teacher’s classroom performance in Ijebu-North education zone of Ogun State. This study

investigated the perceived influence of supervision of instruction on teacher’s classroom

performance in Ijebu-North Education Zone. The population of the study comprised all 852

teachers in the 18 public junior and senior secondary schools in Ijebu-North education Zone.

The sample was made up of 155 female teachers and 100 male teachers from 7 secondary
57
schools drawn through stratified random sampling technique. The study was an Ex-post Facto

design. The instrument for data collection was Influence of Supervision of Instruction on

Classroom Teacher’s Performance Questionnaire (ISICTPQ). Three research questions and two

null hypotheses were formulated. The research questions were answered using mean and

standard deviation while t-test was used to test the hypothesis at 0.05 level of significance. The

major findings showed that interaction between teachers and instructional supervisors influence

to a great extent teacher’s classroom performance. The use of instructional materials suggested

by instructional supervisors influence to a great extent teacher’s classroom performance. Also,

conferences and seminars organized by instructional supervisors influence teacher’s classroom

performance to a great extent. The opinions of secondary school teachers with more teaching

experience and teachers with less teaching experience did not differ significantly with regard to

their perceived influence of supervision of instruction on their classroom performance. Also the

opinions of male and female teachers did not differ significantly with regard to their perceived

influence of supervision of instruction on their classroom performance. Based on the findings, it

was recommended that instructional supervisors should always make themselves available and

approachable to teachers, the state government should always make provisions of suggested

instructional materials by instructional supervisors to teachers to aid class instruction, and there

should be adequate funding of conferences and seminars by the State Ministry of Education for

teacher’s improvement.

Relating the previous study to the present study, the two studies are similar, since both deals

with supervision and teacher’s job performance in classroom situation; however, the present

study is situated in South Eastern Nigeria.

Asiyai (2011) carried out a study on Effective Classroom Management Techniques for

Secondary Schools in Delta State. The purpose of this study was to identify effective classroom

58
management techniques for secondary school teachers in Delta State. Two research questions

were answered using mean while two hypotheses were formulated and tested using t-test and

One-way Analysis of Variance (ANOVA) at 0.05 level of significance. The study adopted the

survey research design. A sample of 300 questionnaires was administered being the instrument

for data collection. Results obtained revealed the effective classroom management techniques

included among others, constant engagement of students in activities, use of innovative

instructional strategies by teachers, teachers acting as models, monitoring, effective

communication, stimulating classroom environment and regular use of questions during

instruction. Findings further showed that teacher’s classroom management effectiveness is a

powerful motivator of student’s learning. As regards the hypotheses, for hypothesis one, there

was no significant difference between female and male teachers in their perceptions on

effective classroom management techniques. For hypothesis two, there was no significant

difference among principals, vice-principals and teachers in their perceptions regarding the

effects of teacher’s classroom management effectiveness on students' learning. Based on the

findings, the study recommends that school principals should constantly organize seminars and

workshops for teachers to get them acquainted with the effective classroom management

techniques.

Relating this study to the present study, the previous study carried out a study on Effective

Classroom Management Techniques for Secondary Schools in Delta State while the present

study looked at Effective Classroom Management and teacher’s job performance in South-East

Nigeria.

Omomia and Omomia (2014) carried out a study on perceived impact of classroom

management on effective teaching: a study of five schools in education District 11, Lagos state,

Nigeria. The objective of the paper was to examine the perceived impact of classroom

management on effective teaching. The descriptive survey research design method was used.
59
While the self-developed survey questionnaire (Perceived Impact of Classroom Management-

PICM) was used to collect data. A total of fifty teachers were randomly selected from the five

schools in Education District 11, Lagos State. The mean was calculated for each of the items on

the questionnaire. The decision rule was that any mean of 2.5 and above was accepted. And the

mean of below 2.5 was rejected. All the items on the questionnaire had mean above 2.5. This

meant that they were all accepted. Thus the research questions were answered. Based on the

findings, recommendations were made.

Relating the previous study to the present study both discussed the influence of effective

classroom management on teacher’s job performance but the present study is in South-Eastern

Nigeria, hence the difference.

Oladejo, Olosunde, Ojebisi, and Isola (2011) conducted a study on Instructional Materials and

Student’s Academic Achievement in Physics in Oyo State: Some Policy Implications. The

major purpose of the study was to examine the effect of using standardized and improvised

instructional materials on Academic Achievement of Secondary School Physics Students in

Oyo State, Nigeria. The research design adopted was quasi-experimental of the pre-test/post-

test non-randomized control group. Purposive sampling was used to obtain a sample of three

co-educational secondary schools. Each school provided One S.S. III class for the study. Two

instruments were used in the study, the Physics Achievement Test (PAT) to measure student’s

achievement and Teacher’s Instructional Guide (TIG) to train the teachers in the experimental

groups. The instrument was pilot-tested to ascertain reliability. The reliability coefficient was

0.76. Three hypotheses were formulated and tested at 0.05 level of significance. Data were

analyzed using ANOVA and ANCOVA. Findings revealed that there is a significant difference

in the achievement of students taught using standard instructional materials, those taught with

improvised instructional material and those in conventional instruction. Thus, the students

60
taught with improvised instructional materials obtained the highest achievement score at post-

test (F=74.94), followed by those with standard instructional materials (F=63.07), while the

control group scored the lowest (F=39.89). Also, there was no significant effect of gender on

student’s achievement in Physics although females did better than males. Finally, there was no

significant interaction effect of treatment and gender on student’s achievement in Physics.

Thus, Physics teachers need to be resourceful in instructional materials selection, planning and

utilization so as to reduce the cost of production and maintenance of instructional materials.

The researchers concluded that the utilization of improvised instructional materials promoted

and enhanced the effective teaching-learning process, thus, Physics teachers should be

encouraged to use them in secondary education programmes. It was recommended that teachers

be resourceful in instructional materials selection and utilization. Also, there should be a need

for the development of positive attitudes by teachers towards the use of instructional materials

for their students. This will encourage the development of their proficiency. In relation to this

study, for teachers to improve on their job performance in South-Eastern Nigeria, there is need

for use of instructional materials to foster a better understanding of the subject content from the

curriculum. Hence, the relevance of this study to the present study is that both studies address

the importance of use of instructional materials for effective teaching and learning, leading to

high job performance in secondary schools. However, while the present study is on teacher’s

performance, the earlier was on teaching physics.

Omeje and Chineke (2015) also conducted a study on Availability and the Use of Instructional

Materials in the Teaching and Learning of Igbo Language in Obollo-Afor Education Zone,

Enugu State. The aim of the study was to identify the availability and extent of the use of

instructional materials in the teaching and learning of Igbo language in Obollo-Afor Education

Zone. The work adopted a survey design and two research questions guided the study. The
61
population of the study was 213 Igbo language teachers in Obollo-Afor Education Zone,

purposely sampled for the study. Instrument for data collection was a researcher made

questionnaire with 40 items. The data obtained were analyzed using percentage, mean and

standard deviation. The results indicated that most of the instructional materials were not

available in the schools, while the few available ones were utilized to a very low extent. Based

on the findings, it was recommended among others that the government should provide

resources for Igbo language instruction and that seminars and workshops should be organized

for the teachers on the importance of using instructional materials in delivering their lessons.

The study concluded that unavailability and inadequate use of instructional materials could be

of adverse effect as well as a factor militating against effective teaching and learning of the

language. The above study is similar to the reviewed work in that both deal with use of

instructional materials for effective teaching and learning but the latter is on availability and use

of instructional materials while the present study deals with the use of instructional materials

for increasing teacher’s job performance.

Matthew and Onyejegbu (2013) also carried a study on Effects of use of instructional material

on student’s cognitive achievement in Agricultural Science. The purpose of the study was to

find out the effects of use of instructional materials on student’s cognitive achievement in

Agricultural Science in Secondary Schools of Orumba South Local Government Area of

Anambra State. Quasi experimental design was used. The population for the study comprises of

all the 705 JSS II students in the 16 secondary schools in Orumba South L.G.A. The sample

comprised 256 JS II students randomly sampled from 5 schools drawn from 5 towns in the

Local Government Area. The students were divided into two groups (experimental and control

group). An Agricultural Achievement Test (AAT) of reliability coefficient of 0.82 was used for

the study. The experimental group was taught using instructional materials while the control

group was taught without instructional materials. Data collected was analyzed using mean,
62
 standard deviation and z-test statistics. The findings revealed that students taught with

instructional materials performed better than those taught without instructional materials. Also,

there is no significant difference in the mean achievement scores of male and female students.

The null hypothesis tested at 0.05 level of significance indicated that there is significant

difference between the achievement scores of those taught with instructional materials and

those taught without instructional materials. It was therefore recommended that instructional

materials be used in teaching in secondary schools because it has a positive impact on student’s

performance. The use of instructional materials for teaching of entrepreneurship education will

greatly affect the performance of students in their level of academic achievement as it assists in

making students have a better understanding of the curriculum content of the subject. Relating

this study to the present study, both studies deal with use of instructional materials as aid to

effective teaching and learning but the areas of the study are different, hence, the gap.

Oladunni (2015) carried out another study on the effect of demonstration and assignment

Methods on student’s performance in Financial Accounting in Federal Government Colleges in

Kaduna State, Nigeria. The researcher adopted a quasi experimental design. Six researcher

questions were raised by the researcher and six null hypotheses guided the study. The

population of study comprised 248 students out of which 90 Financial Accounting students

from Federal Government College, Kaduna and Federal Government Girls College, Zaria form

the sample which were studied. Data collection was carried out within five weeks. The mean

and standard deviation were used to analyze the data collected, while student t-test was used to

test the four null hypothesis at 0.05 level of significance The results of the analysis revealed

that

(a) The mean performance of students taught using Demonstration and Assignment Methods were

not significantly different.

63
(b) There was a significant difference in using Demonstration and Assignment Teaching Methods

when compared with Lecture Teaching Method. It was concluded, based on the findings, that

demonstration Method is significant, but when Assignment Teaching Method is used

concurrently the performance will be more significant. Based on the results, recommendations

were given among which is that Financial Accounting teachers should use Demonstration

method in teaching financial accounting in the senior secondary schools. It was further

recommended that research should be carried out on Demonstration and Assignment methods

in another location in order to confirm its effectiveness on student’s performance in financial

accounting.

Relating the previous study to the present study, both of which dealt with teaching methods and

how they affect performance, while the present study is on teacher’s performance, the previous

study is on student’s performance.

2.4 SUMMARY OF REVIEW OF RELATED LITERATURE

Literature review for this study was presented under the conceptual framework, theoretical

framework and review of empirical studies. Under the conceptual framework, the following

concepts were looked into: concept of secondary education, teaching, staff development

programmes and job performance. Under the theoretical frameworks, the following theories

were looked into: Jacob Mincer’s theory of human capital development, Dewey’s

Constructivism Learning theory, Maslow’s Hierarchy of Needs theory and McGregor theory of

Job Performance.

64
The researcher reviewed thirteen (13) empirical studies that are related to the present study

under investigation. The review of the empirical studies were based on studies on In-service

training programmes and teachers’ job performance in secondary schools, studies on workshops

and teachers’ job performance in Secondary schools, studies on supervision and teachers’ job

performance in Secondary schools, studies on teachers mentoring and teachers’ job

performance in Secondary schools and studies on skills upgrading programme and teachers’ job

performance in Secondary schools. These studies revealed a relationship between provision of

staff development programmes for secondary school teachers and teachers’ job performance in

secondary schools. It then implies that the government must make all efforts to effectively

strategize modalities for providing adequate and regular organization of staff development

programmes for teachers in Secondary Schools in South East Nigeria.

From the empirical review, this research found several studies on availability of staff

development programmes for teachers to the best of the researcher’s knowledge, none of these

geared towards staff development programmes as determinant of teachers’ job performance in

secondary schools in South East Nigeria. This is the gap this study intended to cover.

CHAPTER 3

METHODOLOGY

In this chapter, the procedures employed in carrying out the study were presented under the

following sub-headings: Research Design, population of the study, sample and sampling

65
techniques, Instrumentation, validation of the instrument, reliability of the instrument, method

of data collection and method of data analysis.

3.1 RESEARCH DESIGN

The research design adopted for this study was a correlational research design. A correlational

research design is the research design that measures two or more variables to determine or

estimate the extent to which the values for the variables are related or changed in an identifiable

pattern. The correlational research design seeks to establish the relation/association/correlation

between two or more variables that do not readily lend themselves to experimental

manipulation. The advantages of the correlational research design as it applied to this study is

that the design was used to collect much information from many subjects at one time and study

a wide range of variables and their inter-relations this design was appropriate for the study since

it enabled the researcher to establish the relationship that exists between the staff development

programmes and teachers’ job performance in secondary schools in Ihiala Local Government

Anambara State.

3.2 POPULATION OF THE STUDY

There are a total of five (5) Secondary Schools in Ihiala Local Government Anambara State

with a population of 633 teachers. The population of the study consisted of all the Government

Secondary Schools with Ihiala Local Government Anambara State.

3.3 SAMPLE AND SAMPLING TECHNIQUE

66
The sample consists of all the five (5) secondary schools in I hiala Local Government Anambara

State. Twenty-seven teachers and one principal were selected from each of the schools. In all, the

sample comprises of One hundred and Forty respondents. The sample was selected using Simple

Random Sampling technique.

3.4 INSTRUMENTATION

The instrument that was used for the collection of data was a questionnaire. The researcher

developed two instruments for data collection titled Staff Development Programmes

Questionnaire (SDPQ) and Teachers’ Job Performance Questionnaire (TJPQ).The instruments

were divided into two (2) sections. Part one deals with demographic data of the respondents

while part two deals with items the respondents responded to in line with the objectives and

research questions posed for the study.

Staff Development Programmes Questionnaire (SDPQ) had five clusters with five items in each

cluster. Cluster 1 deals with item statement on in-service training and teachers’ job

performance, cluster 2 deals with workshop and teachers’ job performance, cluster 3 deals with

mentoring programmes and teachers’ job performance and cluster 4 covers supervision and

teachers’ job performance and finally, cluster 5 deals with skills upgrading courses and

teachers’ job performance. The response format of the instruments was based on a 4 point

rating scale such as: Strongly Agree =SA, Agree =A, disagreee =D, Strongly Disagree =SD.

The second instrument which was titled; Teachers’ Job Performance Questionnaire (TJPQ) has

two sections. Part one deals with demographic data of the respondents while part two deals with

items the respondents responded to in line with the objectives and research questions posed for

the study. The Questionnaire contained 18 items and the respondents have to indicate their

67
opinion on the item statement based on a four point rating scale response format such as;

Strongly Agree =SA, Agree =A, disagreee =D, Strongly Disagree =SD.

3.5 VALIDATION OF THE INSTRUMENT

To ensure the validity of the instrument, the initial draft of the instrument was subjected to face

to face and content validity by the researchers supervisor and other experts in Educational

Management department. Their corrections yielded the final draft used for this study.

3.6 RELIABILITY OF THE INSTRUMENT

In this study, the relatability of the questionnaire was tested using cronbach Alpha analysis to

weigh the consistency in the data employed. The Cronbach Alpha of 7.5 proved that the

outcome of the data collected are reliable which ensured that similar outcomes should be

expected whenever the outcomes of the study is carried out in the same conditions. In order to

ensure reliability.

3.7 METHOD OF DATA COLLECTION

One hundred and forty (140) copies of the questionnaire were administered by the researcher

with the help of three briefed teachers (research assistants). These research assistants were

briefed on the administration and retrieval processes of the instrument. They assisted the

researcher in both the administration and collection of copies of the questionnaire. The

respondents were encouraged to complete the questionnaire on the spot for easy retrieval.

However, for instrument that was not collected on the spot, the research assistants discussed

with the respondents and arranged for a scheduled future date for collection. This is to ensure

that all administered instruments were retrieved and used for data analysis.

68
3.8 METHOD OF DATA ANALYSIS

The data collected for the study was analyzed using Pearson Product Moment Correlation(r) to

answer research questions and test the null hypothesis at 0.05 level of significance. This is

because the study was designed to establish a relationship and the strength of the relationship

between the variables-staff development programmes and teachers’ job performance in

secondary schools.

69
 CHAPTER 4

RESULTS AND DISCUSSION

This chapter presented results of the data analyses and discusses the findings of the research. It

was presented under correlational analysis, testing of hypotheses, findings and discussion of

findings.

4.1 Result

The results of the data analyses were presented as follows.

Research Question 1

To what extent does in-service training relate to teachers’ job performance in secondary

schools?

Hypothesis 1

In-service training does not significantly relate to teachers’ job performance in secondary

schools.

The data for answering research question 1 and testing hypothesis 1 are presented in Table 4.1.

Table 4.1: Correlation Matrix of In-Service Training and Teachers’ Job Performance in

Secondary Schools

In-service Teachers’ job

training performance

In-service Pearson 1 .765*

70
 training Correlation

P-value .006

N 662 662

Teachers’ job Pearson .765* 1

performance Correlation

R2 0.585

(59%)

P-value .006

N 662 662

*. Correlation is significant at the 0.05 level (2-tailed), N = Number of respondents.

Table 4.1 indicates a correlation coefficient of .77 which is positive and within .70 to .99

correlation coefficient of Rumsey (2016). This indicates that in-service training determined

teachers’ job performance in secondary schools to a high extent. The coefficient of

determination ( R2) 0.585 indicates 58.5% of the variance observed in teachers’ job

performance in secondary schools. The Table also shows a p-value of .01 which is less than the

alpha value of .05. Therefore, the hypothesis that in-service training significantly relate to

teachers’ job performance in secondary schools is thereby rejected. This means that in-service

training significantly relates to teachers’ job performance in secondary.

Research Question 2

To what extent does workshops relate to teachers’ job performance in Secondary Schools?

Hypothesis 2

Workshop does not significantly relate to teachers’ job performance in secondary schools.

The data for answering research question 2 and testing hypotheses are presented in Table 4.2.

71
Table 4.2: Correlation Matrix of Workshop and Teachers’ Job Performance in Secondary

Schools

Workshop Teachers’ job

performance

Workshop/ Pearson 1 .510*

seminar Correlation

P-value .022

N 662 662

Teachers’ job Pearson .510* 1

performance Correlation

R2 0.260

(26%)

P-value .022

N 662 662

*. Correlation is significant at the 0.05 level (2-tailed), N = Number of respondents.

Table 4.2 shows a correlation index of .51 which is positive and within .50 to .59 correlation

coefficient of Rumsey (2016). This indicates that the workshop determined teachers’ job

performance in secondary schools to a moderate extent. The coefficient of determination (R 2

)0.260 indicates 26% of the variance observed in teachers’ job performance in secondary

schools. The Table also shows a p-value of .02 which is less than the alpha value of .05.

Therefore, the hypothesis that workshops significantly relate to teachers’ job performance in

secondary schools is thereby rejected. This implies that the workshop significantly determines

teachers’ job performance in secondary schools.

72
Research Question 3

What is the extent to which mentoring programme relate to teachers’ job performance in

Secondary Schools?

Hypothesis 3

Mentoring programme does not significantly relate to teachers’ job performance in secondary

schools.

The data for answering research question 3 and testing hypotheses are presented in Table 4.3.

Table 4.3: Correlation Matrix of Mentoring Programme and Teachers’ Job Performance

in Secondary Schools

Mentoring teachers’

programmes job

performan

ce

Mentoring Pearson 1 .833*

programm Correlation

es P-value .02

N 662 662

Teachers’ Pearson .833* 1

job Correlation

performan R2 0.694

ce (69%)

P-value .02

N 662 662

73
*. Correlation is significant at the 0.05 level (2-tailed), N = Number of respondents.

Table 4.3reveals a correlation coefficient of .83 which is positive and within .70 to .99

correlation coefficient of Rumsey (2016). This indicates that mentoring programme positively

relate to teachers’ job performance in secondary schools to a high extent. The coefficient of

determination (R2 )0.69 indicates that 69% of the variance observed in teachers’ job

performance in secondary schools. The Table also shows a p-value of .02 which is less than the

alpha value of .05. Therefore, the hypothesis that mentoring programme significantly serves as

a determinant of teachers’ job performance in secondary schools was rejected. This means that

mentoring programme significantly relate to teachers’ job performance in secondary.

Research Question 4

To what extent does supervision relate to teachers’ job performance in secondary schools?

Hypothesis 4

Supervision does not significantly relate to teachers’ job performance in secondary schools.

The data for answering research question 4 and testing hypothesis4 are presented in Table 4.4.

Table 4.4: Correlation Matrix of Supervision and Teachers’ Job Performance in

Secondary Schools

Supervis teachers’ job

ion performance

Supervision Pearson 1 .615*

Correlation

P-value .006

N 662 662

Teachers’ Pearson .615* 1

job Correlation

74
 performanc R2 0.378

e (37.8%)

P-value .006

N 662 662

*. Correlation is significant at the 0.05 level (2-tailed), N = Number of respondents.

Table 4.4 shows a correlation coefficient of .62 which is positive and within .60 to .69

correlation coefficient of Rumsey (2016). This indicates that supervision relate to teachers’ job

performance in secondary schools to a high extent. The coefficient of determination (R 2 )0.38

indicates 38% of the variance observed in teachers’ job performance in secondary schools. The

Table equally shows a p-value of .01 which is less than the alpha value of .05. Therefore, the

hypothesis that supervision significantly relate to teachers’ job performance in secondary

schools thereby rejected. This means that supervision significantly relate to teachers’ job

performance in secondary.

Research Question 5

What is the extent to which skills upgrading courses relate to teachers’ job performance in

Secondary schools?

Hypothesis 5

Skills upgrading courses does not significantly relate to f teachers’ job performance in

secondary schools.

The data for answering research question 5 and testing hypotheses are presented in Table 4.5.

Table 4.5: Correlation Matrix of Skills Upgrading Courses and Teachers’ Job

Performance in Secondary Schools

Skills teachers’ job

75
 upgrading performance

courses

Skills Pearson 1 .785*

upgrading Correlation

courses P-value .000

N 662 662

Teachers’ Pearson .785* 1

job Correlation

performanc R2 0.616

e (61.6%)

P-value .000

N 662 662

*. Correlation is significant at the 0.05 level (2-tailed), N = Number of respondents.

Table 4.5reveals a correlation coefficient of .79 which is positive and within .70 to .99

correlation coefficient of Rumsey (2016). This indicates that skills upgrading courses

determined teachers’ job performance in secondary schools to a high extent. The coefficient of

determination (R2) 0.62 indicates 62% of the variance observed in teachers’ job performance in

secondary schools. The Table also shows a p-value of .000 which is less than the alpha value

of .05. Therefore, the hypothesis that skills upgrading courses does not significantly relate to

teachers’ job performance in secondary schools was rejected. This implies that skills upgrading

courses significantly relate to teachers’ job performance in secondary.

Findings of the Study

Based on the research questions and hypotheses, it was found that:

76
1. In-service training determined teachers’ job performance in secondary schools to a high extent.

The coefficient of determination (R 2) 0.585 indicates that 58.5% of the variance observed in

teachers’ job performance in secondary schools. The correspondents’ hypothesis affirmed that

in-service training significantly relate to teachers’ job performance in secondary.

2. Workshop determined teachers’ job performance in secondary schools to a moderate extent.

The coefficient of determination (R2) 0.260 indicates 26% of the variance observed in teachers’

job performance in secondary schools. The correspondents’ hypothesis affirmed that workshop/

relate to teachers’ job performance in secondary schools.

3. Mentoring programmes positively relate to teachers’ job performance in secondary schools to a

high extent. The coefficient of determination (R 2 ) 0.69 indicates 69% of the variance observed

in teachers’ job performance in secondary schools. The correspondents’ hypothesis affirmed

that mentoring programme significantly relate to teachers’ job performance in secondary.

4. Supervision determined teachers’ job performance in secondary schools to a high extent. The

coefficient of determination (R2 ) 0.38 indicates 38% of the variance observed in teachers’ job

performance in secondary schools. The correspondents’ hypothesis affirmed that supervision

significantly relate to teachers’ job performance in secondary.

5. Skills upgrading courses determined teachers’ job performance in secondary schools to a high

extent. The coefficient of determination (R 2) 0.62 indicates 62% of the variance observed in

teachers’ job performance in secondary schools. The correspondents’ hypothesis affirmed that

skills upgrading courses significantly relate to teachers’ job performance in secondary.

77
Discussion of the Findings

The findings of the study were discussed based on the following sub- headings derived from the

objectives of the study thus: in-service training, workshop, mentoring programmes, supervision

and skills upgrading courses in relation to teachers’ job performance in secondary schools.

The findings of the study on Table 1 showed that in-service training determined teachers’ job

performance in secondary schools to a high extent. The coefficient of determination (R 2) 0.585

indicates 58.5% of the variance observed in teachers’ job performance in secondary schools.

The correspondents’ hypothesis affirmed that in-service training significantly serves as a

determinant of teachers’ job performance in secondary. This is in agreement with the findings

of Syed, Khalid, Ziarab and Ishtiaq (2011) who found that the performance of INSET TGTs

(with in-service education and training) was comparatively better than the NON-INSET TGTs

(without in-service education and training). Udofia and Ikpe (2012) found administration of in-

service training programme significantly influences teacher’s attitude to work in secondary

schools.

The findings on Table 2 revealed that workshops determined teachers’ job performance in

secondary schools to a moderate extent. The coefficient of determination (R 2) 0.260 indicates

26% of the variance observed in teachers’ job performance in secondary schools. The

correspondents’ hypothesis affirmed that the workshop significantly determined teachers’ job

performance in secondary schools. This result is in line with the findings of Olawole (2009)

that conferences and seminars organized by instructional supervisors influence teachers’

classroom performance to a great extent. Also, the opinions of male and female teachers did not

differ significantly with regard to their perceived influence of supervision of instruction on their

classroom performance. Iwuagwu and Aiwuyo (2017), found that in-service training in form of

workshops has significant effects on classroom control and teacher-students’ relationship.

78
Okenjom, Akoloh, Ikurite and Ihekoronye (2017) found that government incentives help in

motivating administrators to ensure participation in capacity building programmes for effective

school administration. Thompson (2015) found that capacity building plays a very important

role in the development, effectiveness and productivity of public secondary school teacher’s in

Ebonyi State. Contrary to the findings of this study, Chika (2015) found that the level of

provision of capacity building practices in terms of workshop, conferences, In-service training,

ICT training, coaching/mentoring is significantly low.

The findings of the study on Table 3 indicated that mentoring programme positively determined

teachers’ job performance in secondary schools to a high extent. The coefficient of

determination (R2 ) 0.69 indicates 69% of the variance observed in teachers’ job performance in

secondary schools. The correspondents’ hypothesis affirmed that mentoring programmes

significantly serves as a determinant of teachers’ job performance in secondary. The result of

this study is in consonance with the findings of Wellington (2015) who found that the

relationship between the mentors and student teachers was mostly free and open, and at times a

parent/child relationship depending on age difference, although mentors lacked training in

mentoring and this compromised their roles in teacher education. Suchánková and Hrbáčková

(2017) in a study on mentoring in the professional development of primary and secondary

school teachers, where it was found that teacher’s evaluation of their own professional coaching

competencies plays an important role in the perception of the mentoring efficiency. The higher

the level of mastery of these competencies that the teachers attain in their own opinion, the

better mentors they feel they are, the more they perceive mentoring as beneficial, and the more

they use it in practice.

The findings on Table 4 showed that supervision determined teachers’ job performance in

secondary schools to a high extent. The coefficient of determination (R 2 ) 0.38 indicates 38% of

the variance observed in teachers’ job performance in secondary schools. The correspondents’
79
hypothesis affirmed that supervision significantly determined teachers’ job performance in

secondary. This is in conformity with the findings of Olawole (2009) that interaction between

teachers and instructional supervisors influence to a great extent teacher’s classroom

performance. Instructional supervisors, also to a great extent influence teacher’s use of

instructional materials in classroom. It was also found that the opinion of secondary school

teachers with more teaching experience and teachers with less teaching experience did not

differ significantly with regard to their perceived influence of supervision of instruction on their

classroom performance.

Usman (2015) found that regular instructional supervision using robust supervision strategies

like checking of student’s notebooks, classroom visitation/inspection by school administrators,

checking teacher’s lesson plan/notes and inspection of teachers record keeping have significant

correlation with teacher’s performance and academic achievement of students in secondary

schools. Also, Iroegbu and Etudor-Eyo (2016) found that teachers in schools where

instructional supervision was adequate were more effective than those that had inadequate

instructional supervision whereas there is a significant difference in teacher’s effectiveness

based on classroom observation, analysis/strategy, post-conference analysis and post-analysis

conference.

The findings of the study on Table 5 revealed that skills upgrading courses determined

teachers’ job performance in secondary schools to a high extent. The coefficient of

determination (R2) 0.62 indicates 62% of the variance observed in teachers’ job performance in

secondary schools. The correspondents’ hypothesis affirmed that skills upgrading courses

significantly serves as a determinant of teachers’ job performance in secondary. This is in union

with the findings of Asiyai (2011) that effective classroom management techniques included

among others, constant engagement of students in activities, use of innovative instructional

strategies by teachers, teachers acting as models, monitoring, effective communication,

80
stimulating classroom environment and regular use of questions during instruction. The

teacher’s classroom management effectiveness is a powerful motivator of student’s learning.

Also, there was no significant difference between female and male teachers in their perceptions

on effective classroom management techniques. Oladejo, Olosunde, Ojebisi and Isola (2011) in

a study revealed that students taught with improvised instructional materials obtained the

highest achievement score at post-test, followed by those with standard instructional materials,

while the control group scored the lowest. Besides, there is a significant difference in the

achievement of students taught using standard instructional materials, those taught with

improvised instructional material and those in the conventional instruction. There was no

significant effect of gender on student’s achievement in Physics although females did better

than males.

In addition, Matthew and Onyejegbu (2013) found that students taught with instructional

materials performed better than those taught without instructional materials. Also, there is no

significant difference in the mean achievement scores of male and female students. Oladunni

(2015) found that the mean performance of students taught using demonstration and assignment

methods were not significantly different while there was a significant difference in using

demonstration and assignment teaching methods when compared with lecture teaching Method.

It was found that the demonstration method is significant but when the assignment teaching

method is used concurrently the performance will be more significant.

81
 CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presented the summary of the study, conclusion based on the findings,

implications of the study, recommendation for implementation and suggestions for further

study.

5.1 SUMMARY

The study investigated staff development programmes as determinants of teachers’ job

performance in secondary schools in Ihiala Local Government Anambara State. The study

specifically was guided by five research questions and five null hypotheses which were

formulated and tested at 0.05 level of significance. The literature related to the study was also

reviewed under the conceptual framework, theoretical framework, empirical studies and

summary of the literature review. The study adopted a correlational survey design. Based on
82
 Krejcie and Morgan (1971) formula for determining sample size from a known/finite

population, a total sample of 140 respondents consisting of principals andteachers were

proportionately drawn from the 5 selected secondary schools that constitute the sample. The

researcher developed two instruments for data collection titled “Staff Development

Programmes Questionnaire (SDPQ) and Teachers’ Job Performance Questionnaire (TJPQ)

which were used to elicit information from the respondents (Teachers and Principal). The

instruments were validated by experts, from Educational Management, To ensure a high rate of

return of the instrument, the researcher briefed three research assistants to distribute and collect

the completed questionnaires from the respondents. Data obtained for the study were analyzed

using the Pearson Product Moment Correlation Coefficient (PPMCC) for the research questions

to establish the relationship between the variables. Finally Pearson’s r correlation matrix with

alpha was also used to test the null hypothesis at 0.05 levels of significance. The summary of

the findings revealed the following:

1. that in-service training determined teachers’ job performance in secondary schools to a high

extent. The correspondents’ hypothesis affirmed that in-service training significantly serves as

a determinant of teachers’ job performance in secondary.

2. that workshop determined teachers’ job performance in secondary schools to a moderate extent.

The correspondents’ hypothesis affirmed that determined teachers’ job performance in

secondary schools.

3. that mentoring programme positively determined teachers’ job performance in secondary

schools to a high extent. The correspondents’ hypothesis affirmed that mentoring programmes

significantly serves as a determinant of teachers’ job performance in secondary.

83
4. that supervision determined teachers’ job performance in secondary schools to a high extent.

The correspondents’ hypothesis affirmed that supervision significantly determined teachers’ job

performance in secondary.

5. that skills upgrading courses determined teachers’ job performance in secondary schools to a

high extent. The correspondents’ hypothesis affirmed that skills llupgrading courses

significantly serves as a determinant of teachers’ job performance in secondary.

5.2 CONCLUSION

The study investigated staff development programmes as determinant of teachers’ job

performance in secondary schools in Ihiala Local Government Anambara State. Based on the

findings of the study, we concludes that the only way teachers can be productive in their job

performance in secondary schools inIhiala Local Government Anambara State. Through regular

training and retraining of staff with staff development programmes. Teachers job performance

can be achieved through the valuable staff development programmes which are vital

instruments for ensuring the continuous growth of teachers in knowledge, skills and attitude in

line with the changes in the education system and the expectations of the society. Teachers’

development programmes are planned organizational activities aimed at improving and

increasing teachers’ skill, knowledge, concept, attitudes and behavior to enable them meet the

demands of the teaching job. Teachers’ retraining and development can be done through staff

development programmes like in-service training, workshops, conferences, meetings of

professional association as well as supervision. The relevance of staff development

programmes to teacher’s job performance in secondary schools in the South East Nigeria is

enormous.

Therefore, in contributions to knowledge, this study provided information on the extent to

which in-service training relate to teachers’ job performance, workshop relate to teachers’ job
84
 performance, mentoring programmes relate to teachers’ job performance, supervision relate to

teachers’ job performance and skill upgrading courses serve as determinant of teachers’ job

performance in secondary schools. The information provided by the study could serve as

reference materials to future researchers to provide a foundation and pointer from which more

research would be carried.

5.3 RECOMMENDATIONS

Based on the findings and conclusions of the study, the following recommendations were made.

i. Teachers should apply and attend workshops or skill upgrading courses to improve their

performance in instructional delivery in secondary schools.

ii. School administrators should increase their number of supervision to classrooms to enhance

teachers’ development and performance in classrooms in secondary schools.

iii. Secondary Education Management Boards (SEMB) should regularly approve teachers study

leave to enable them attend staff development programme for higher performance after the

training.

iv. The Federal Government through the Ministry of Education should increase fund allocations to

secondary school education to enable the Ministry sponsor teachers’ development programmes

for higher job performance in schools.

v. Michael Okpara University of Agriculture should upload the findings of this study into the

university website to make it available to future researchers for accessibility and effective

utilization

5.4 EDUCATIONAL IMPLICATIONS OF THE STUDY

85
 The study has educational implication to teachers, school administrators, Secondary Education

Management Boards, Federal Government, Federal Ministry of Education and researchers.

From the outcome of the study, it implies that:

a. If the information on the extent to which staff development determines teachers’ job

performance is made available to the teacher, they could use the information to seek in-service

training opportunities to improve their capacity for effective instruction in secondary schools.

b. If the findings of the study on the extent to which supervision is made available to the

secondary school administrators, they could use the information to increase the number of their

supervision to classrooms for effective instruction by the teachers.

c. If the findings of the study on the extent to which skill upgrading courses determines teachers’

job performance are revealed to the Secondary Education Management Boards (SEMB), the

Management could use the information to increase the number at which it grants study leave to

teachers for regular staff development and higher job performance.

d. If the findings of this study are made available to the Federal Government in terms of the level

at which staff development programmes determine teachers’ job performances, the government

could direct the Federal Ministry of Education to increase staff development chances in

secondary schools.

e. If the results of this study are made known to the Federal Ministry of Education, the

administration could use the information to increase fund allocation for the staff development

programmes for the professional development of teachers in secondary schools.

f. If the results of the study are kept in the university library or published, it serves as a reference

material to future researchers and serves as a pointer from which other research can be

conducted for increase in knowledge.

5.5 LIMITATION OF THE STUDY

86
 The limitation for the study was sampling error. This is an error that occurs due to deviations of

the selected sample from the true characteristics, traits, behaviors, qualities or figures of the

entire population. Besides, all the copies of the questionnaire administered to the respondents

were not returned which could influence the result of the study, although would not be

significant. It was overcome by administering more questionnaires so as increase the

population.

5.6 SUGGESTIONS FOR FURTHER STUDY

The following were suggested for further study.

1. Strategies for enhancing teachers job performance in secondary schools in Ihiala Local

Government Anambara State

2. Capacity building needs of teachers in mentoring for improved and sustainable job performance

in secondary schools in Ihiala Local Government Anambara State

3. Competency improvement needs of principals for effective instructional supervision in

secondary schools in Ihiala Local Government Anambara State

4. Measures for improving principals’ supervision to classrooms for effective teachers’

performance in secondary schools in Ihiala Local Government Anambara State

87
 REFERENCES

Abdullahi, S. B. (2014). Components of Effective Teaching: Issues and Challenges for Institutions of

Higher Learning, the 2nd Seminar Series; Faculty of Education, NWU, Kano.

Abdulrahaman I. I. (2015). In-Service Staff Training Programme for Effective Science Teaching.

American Journal of Educational Research, 3,(2), 185-190

Adebayo, F. A. & Sagaya, A. A. (2016).Teachers’ Capacity Building and Students’ Academic

Performance among Public Junior Secondary Schools in Kwara State. British Journal of

Education, Society & Behavioural Science.12 (3): 1-10.

Adeogun, A. (2002). Organization and Management of Schools in Nigeria.Frank-Unity (Nig.) Ltd.

Adeyemo, S. A. (2012). The Relationship between Effective Classroom Management and Student’s

Academic Achievement. European Journal of Educational Studies 4 (3), 367-371.

88
Afangideh, S. T. (2010). Deregulation of Educational Services and Quality Assurance in Secondary

Education in Akwa-Ibom State. Unpublished Ph.D Dissertation. Department of Educational

Management. University of Port Harcourt.

Agina-Obu, T. N. (2005). The Relevance of Instructional Materials in Teaching and Learning Int’l.

Robert-Okah& K. C. Uzoeshi (Eds). Theories and Practice of Teaching. Port Harcourt: Harey

Publication.

Ahmed, F. & Aziz, J. (2009).Students’ Perceptions of the Teachers’ Teaching Literature

Communication and Understanding through the Eyes of the Audience. European

Journal of Social Sciences.7 (3): 7 11. Retrieved from: www.eurojournals.com/

ejss730207.pdfoned11/2/2011

Ajayi, I. A. (2004).Social Science Method. Ado-Ekiti: Green Line Publishers.

Ajoma, U. C. (2009). Analysis of Methods and Strategies for Teaching and Learning in Business

Education: The place of Information and Communication Technology in Nigeria. In

Association of Business Education of Nigeria (ABEN), 1(9): 110-122.

Akinbode, J.F. (2008). Staff Development. Journal of the Institute of Personnel Management of

Nigeria 12(2), 52-57.

Akindutire, I. O. (2005).Production of Quality Teachers for Quality Education in Nigeria. Trailblazer,

1(2): 26—27.

Akpan, C. P. (2009). Teacher Education. Focus on the Training and Retraining of Practicing Teachers.

Teacher Education 1 (1): 26-28.

89
Alabi, A. T. (2002). School Personnel Management. In F. Durosaro & S. Ogunsaju (eds.). The Craft of

Educational Management. Ilorin: INDEMAC print media153-167.

Aliyu, U.D. (2014). Teaching in the Nigerian Schools, Kano Journal of Educational Studies

(KAJEST), 4 (1):179-185.

Ambuko, B. S. (2008). Selection and Use of Media in Teaching Kiswahili in Secondary Schools in

Emuhaya District, Kenya.An Unpublished M.Ed. Thesis, Maseno University, Kenya.

Aniaku, O. L. (2012). Effects of Guided and Unguided Inquiry Teaching Methods on Secondary

School Students’ Achievement and Interest in Biology in Enugu State. An M.Ed Thesis

Submitted to the Department of science education university of Nigeria, Nsukka.

Asiyai, R. I. (2011). Effective Classroom Management Techniques for Secondary Schools. African

Research Review: An international multi-disciplinary journal, Ethiopia 5 (1): 282-291.

Babalola, V. T. & Hafsatu, A. U. (2016).School Administration and Instructional Supervision of

Secondary School Chemistry for Students’ Academic Performance. Issues in Scientific

Research 1 (3),27-36.

Bandele SO (2000).Evaluating the classroom teacher. In S. O. Bandele, A. Popoola and I. A. Ajayi

(Eds.) Teaching Practice Handbook. Ado-Ekiti: PETOA Publishers.

Becker, G. S. (1962). Investment in Human Capital: A Theoretical Analysis. Journal of Political

Economy. 70 (5) 20-28.

Benjamin, T. K., Francis, C. I. & Tonny.O.(2013).Perception of Teachers and Students towards

Methods Used in Teaching and Learning of English Writing Skills in Secondary Schools.

International Journal of English Language and Linguistics Research 1, (1), 32-38.

90
Ben-Porath, Y. (1967). The Production of Human Capital and the Life-Cycle of Earnings. Journal of

Political Economy. 7, 352 - 365.

Benton, L. B. (2002). Supervision and Management. New York: McGraw Hill.

Bracey, G. W. (2004). Value-added Assessment Findings: Poor Kids get Poor Teachers. Phi Delta

Kappan, 86, 331 – 333.

Braun, H. I. (2005). Using Students’ Progress to Evaluate Teachers: A Primer on Value-

Added Models. Princeton, Educational Testing service. Ets.org/Media/Research/pdf/

PICVAM.pdf

Broadwell, M. (2006).Classroom Instruction as Part of Training and Development. Handbooks: A

Guide to Human Resources Development. Lagos, Stanley Prints.

Brumovská, T. & SeidlováMálková, G. (2010) Mentoring. Výchova k profesionálnímu dobrovolnictví,

Praha: Portál.

Campbell, M. A. (2006). The Effects of the 5E Learning Cycle Model on Students’ Understanding of

Force and Motion Concepts. Unpublished M. Ed Thesis University of Central Florida, Orlando:

Florida.

Chamundeswari, S. (2013).Teacher Management Styles and their Influence on Performance and

Leadership Development among Students at the Secondary Level. International Journal of

Academic Research in Progressive Education and Development, 2(1), 367-418

Chika C. U. (2015). Capacity Building Practices in Secondary Schools: Implication for Teachers’

Professional Development in Cross River State, Nigeria. Journal of Emerging Trends in

Educational Research and Policy Studies (JETERAPS) 6 (7): 300-304.

91
Clutterbuck, D. (2004) Everyone Needs a Mentor. Edition 4th, London: CIPD, retrieved

12th, January, 2018 from: http://books.google.cz/books34?id4OYegB6lbQAC&p cover one

page & false.

Coffey, H.(2009).Demonstration: Retrieved 23rd July, 2017 from http://www.learning.org/p/pages/

5181.23/06/2013

Cook, A. L. (2008). Job Satisfaction And Job Performance: Is The Relationship Spurious

(Master’s Thesis).Retrieved 12th June 2017 from http://repository.tamu.edu/bitstream/handle/

1969.1/etd-tamu-3052/cook-thesis.pdf?sequence =1

Davidson, N. (2006). The small group discovery method in secondary and college-level mathematics,

in readings in co-operative learning for undergraduate mathematics. Unpublished M.Ed

Project, Department Science Education, University of Nigeria.

Donnely, J. H. (2002).Fundamentals of Management (8th Ed.). Boston: Irwin Press.

DuBois, D. L., Karcher, M. J. (2006).Handbook of Youth Mentoring. London: Sage Publishing.

Ekaette E. I. & Eno E. (2016).Principals’ Instructional Supervision and Teachers’ Effectiveness.

British Journal of Education.4 (7): 99-109.

Ekpoh, U. I., Edet, A. O. & Nkama, V. I. (2013). Staff Development Programmes and Secondary

School Teachers' Job Performance in Uyo Metropolis. Nigeria Journal of Education and

Practice. 4, (12): 222-217

Elozieuwa , F. O. (2012). Impact of staff training and development on work attitudes in Imo state

public service; a study of local governments in Orlu senatorial zone .A Master of Science

92
 Thesis submitted to the Department of Public Administration and Local Government Faculty

of social sciences university of Nigeria, Nsukka.

Erant, M. (2004).Developing Professional Knowledge and Competence. London, Routledge-Palmer.

Eric, C. A. & Anaemeotu, P. (2013). Professional Development on Teachers’ Academic performance

in secondary schools in Etche Local Government Area. International Journal of Education

Learning and Development. 1 (2): 19-23.

European Union (2010).Teachers’ Professional Development Europe in International Comparison an

Analysis of Teachers’ Professional Development based on the OECD’s Teaching and Learning

International Survey (TALIS).Belgium Publications.

Eze, D. (1998). Microteaching through Stanford into Sterling, Awka: Christen.

Eze, F. N. (2010). Influence of School Environment on Academic Achievement of Students of Public

Secondary School in Enugu State. Unpublished M.Ed Thesis. Department of Educational

Foundation University of Nigeria Nsukka.

Ezegwui, O. V. (2014). Comparison of Guided Discovery Method and Lecture Method of

Teaching Financial Accounting in Secondary Schools in Enugu North Local Government Area.

M.Ed Thesis submitted to Department of Vocational Teacher Education (Business Education)

University of Nigeria, Nsukka.

Ezeocha A. C (2009). Provision of Secondary Education in Nigeria: Challenges and Way Forward.

Journal of African Studies and Development. 5(1):

Ezeudu, S. A. (2003). Classroom Environment as Correlate of Students ‟Cognitive Achievement in

Senior Secondary School Geography. The Journal of WCCI Nigeria Chapter, 4(2), 65 – 73.

93
Fajemidagba, M. O. (2004). Formal Instructional Methods: Socratics, Project Discovery and Problem-

Solving Methods of Instruction. In Fundamental Principles and Practice of Instruction. Ilorin:

TundeBabs Printers

Federal Republic of Nigeria (2004). National Policy on Education Lagos: NERDC.

Gabrielle, M. & Sam, J. (2000).Role-play in Science Teaching and Learning. School Science Review

82 (298) 73-82

Giwa, S. A. (2012). Perceptions of Middle School Teachers on the Quality of Professional

Development. Online Submission.

Hallinger, A., & Lee, R. (2014).Widening Participation through Admissions Policy–a British Case

Study of School and University Performance. Studies in Higher Education, 36 (1): 21-41.

Hammad, L. D. (2001).Teacher’s Preparation. Retrieved 12th June, 2017 from:

http://www.edutopiaed.org/php/Interview.php?art832& key-039.Retrieved October 25, 2006.

Hamre, B. K. & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade

Classroom make a Difference for Children at risk of School Failure? Child Development, 76

(5), 949 – 967.

Holtzapple, E. (2003). Criterion-Related Evidence for a Standard-Based Teacher Evaluation

System. Journal of Personnel Evaluation in Education, 36(3), 303-334.

Hrbáčková K., Suchánková, E., Lukášová, J. & Duhárová, D. (2014) Mentoring

jakometodickápodporavzděláváníučitelů, Zlín: UniverzitaTomášeBativeZlíně, Fakulta

humanitníchstudií.

94
Ige, A. M (2013). Provision of Secondary Education in Nigeria: Challenges and Way Forward. Journal

of African Studies and Development. 5(1): 1-9.

Ige, A. M. (2011). Myths and Realities of Falling Standard of Education in Nigeria: The Way Forward.

Niger. J. Prof. Teach. 2:36-48.

Isaac, O. A. & Ekundayo, H. T. (2012). Teacher Education in a Democratic Nigeria: Challenges and

the Way Forward. Educational Research. 3(5): 429-435.

Iwuagwu, O. B. & Aiwuyo, M. O. (2017). Effect of In-service Training on Effective Classroom

Control and Teacher–students’ Relationship in Secondary Schools in Edo Central Senatorial

District. African Educational Research Journal.5 (2):152-155.

Krejcie, R.V., & Morgan, D.W. (1971).Determining Sample Size for Research Activities. Journal of

Educational and psychological measurement, 30, 607-610.

Lawal, F. K. (2011).Economics Teachers’ Perception of the Senior Secondary School Economics

Curriculum and the Need for Reform. Science Teachers’ Association of Nigeria (STAN)52nd

Annual Conference 2011.

Louise, S. (2008). Teacher Effectiveness. Retrieved 12th June, 2018 from : www.Studymode.com.

Maduagwu, E. T.& Nwogu, E. G. (2006). Time Management among Students in Nigerian Schools,

Onitsha: West and Solomon Publishers.

Maduewesi, B. U. (1998). Formal and Techniques for Effective Teaching. In B U. Maduewesi, L U.

Ezeani and C P. Maduewsi, (Eds), Curriculum Implementation and Instruction. Onitsha: West

and Solomon.

95
Madumere-Obike, A. N. (2016). Perspective on Teacher Education and ICTs in the Language

Classroom, V. B. (ed). An Introduction to Educational Technologies in Education. Lagos:Sibon

books Ltd.

Mali, P. (2005). Improving Total Productivity. New York: John Witey Press.

Maslow, A.H. (1943) A theory of human motivation.Psychological Review, Harper and Row Publisher,

New York, USA.

Matthew, B. W. (2005). Building Teacher Capacity in Classroom Assessment to Improve Student

Learning in Basic Education Level. Proceedings of the 1st International Technology,

Education and Environment Conference (c) African Society for Scientific Research

(ASSR).Co-published by: Human Resource Management Academic Research society.Pp884-

891.

Medlíková, O. (2013) Lektorskédovednosti: manuálúspěšnéholektora, 2nd edition, Praha: Grada.

Meyer, F. M. (2003). A History of Educational Taught. Columbus Ohio: Charles E. Merrill Publishers

& CO.

Mezieobi, D. I., Ossai, J N., Onyeanusi, O. C. & Egharevba, J. (2012).Vision 20:2020 and Implications

for the Effective Implementation of Social Studies curriculum in Nigerian Junior Secondary

Schools. Nigerian Journal of Social Studies, 15 (2), 202-220

Mincer, J. (1958).Investment in Human Capital and Personal Income Distribution. The Journal of

Political Economy 66 (4): 30-37

Muhammed, A. H. (2006). Creating opportunities for Continuing Professional Development of

Teachers: The National Teachers Institute (NTI) Experience Lead Paper Presented at the 1st

96
 National Conference of the Faculty of Education, University of Abuja held from 17th –

21st October, 2006 Abuja.

Nakpodia, E. D. (2008). The Role of Educational Administration in the Promotion of In-service

Teacher Education for Primary School Teachers in Nigeria. Current Issues in Educational

Management in Nigeria, Benin City: Ambik Press.

Nakpodia, E.D. (2008). The Role of Educational Administration in the Promotion of In-Service.

Teacher Education for Primary School Teachers in Nigeria. Current Issues in Educational

Management in Nigeria, Benin City: Ambik Press.

National Academy of Sciences (1997) Adviser, Teacher, Role model, Friend. Retrieved

13th May 2017 from: http://www.naped.edu/openbook.php?record_id=53445.

National Open University of Nigeria (NOUN, 2006) Supervision of Instruction in Education: Lagos:

Press craft, production Company.

Ngwu, O G.(2009). Effect of Computer Aided Instruction on Students’ Achievement and Interest on

Basic Statistics. An M.Sc. Dissertation, ESUT, Enugu.

Njoku, A. O. (2000). A Textbook on Social Studies. Enugu: Computer Edge Publishers.

Nnabuo, P. O. M. & Onyeike, V. C. (2007). Academic staff development as a vehicle for Restructuring

the Educational System in Nigeria. African Journal of Educational Research and Development.

1(1): 50‐54.

Nwachukwu, C. C. (2006). Management Theory and Practice. Onitsha: Africana – Fep. Publishers.

97
Nwachukwu, P. O. (2005). School Effectiveness and Quality Improvement: Quality Teaching in

Nigerian Secondary Schools. The African Symposium. 5 (4): 17-31.

Nwakpa, P. (2017). Introduction to Educational Research. Ibadan: HEBN Publishers

Nwana, O. C. (2008). Educational Measurement for Teachers. Lagos: Thomas Nelson.

Nworgu, B. G. (2006). Educational Research: Basic Issues & Methodology. Second and enlarged

edition.Ibadan-Nigeria.Wisdom publishers Ltd.

O‘Bannon B. W. (2002). Planning for Instruction. (Instructional Methods) [On line] available @

http://ife.utk.edu/rbonannon/in~stategies html.

Oboegbunam, A I. (2004). Teachers’ Stress and Management.Enugu: Magnet.

Obunadike, J.C & Uzoechina, G.O. (2015).Teacher Education in Nigeria: The Issue of

Professionalization. Global Academic Group Online Academic Resources. Onitsha

OECD (2009): Organization for International Cooperation and Development (2009). Teaching and

Learning International Survey (Talis). Paris: OECD.

Ofojebe, W. N. & Ezugoh, T.C.(2010).Teachers’ Motivation and its Influence on Quality

Assurance in the Nigerian Educational System. African Research Review: An International

Multi-disciplinary Journal, Ethiopia 4 (2): 398- 417.

Ogbodo, J. C. (2014). Patterns of inequality in Human Development Across Nigeria’s’ Six Geopolitical

Zones. Department of Economics, Caritas University, Amorji-Nike, Emene, Enugu State.

Nigeria.

98
Ogunmakin, T. A. (2013). Staff development programmes and teachers’ effectiveness in secondary

school in Ibadan South East Local Government Area of Oyo State. An essay presented at the

development of Educational Administration and Planning, Faculty of Education Obafemi

Awolowo University, lie lfe Nigerian partial fulfillment of the requirements for the award of a

degree in education (B.A.Ed).

Okeke, J. N. (2013). Effect Of Project-Based Method on Students’ Achievement in Government

Curriculum in Senior Secondary Schools in Nsukka Education Zone M.Ed Thesis submitted to

Department Of Arts Education Faculty Of Education University Of Nigeria, Nsukka.

Okenjom, G. P., Akoloh, L., Ikurite, N. & Ihekoronye, J. I. (2017).Capacity Building Programme

Needs for School Administrators in Secondary Schools in Cross River State, Nigeria. Saudi

J. Humanities Soc. Sci. (2): 476-482.

Okorji , P. N. &Ogbo, R. N. (2013). Effects of Modified Clinical Supervision on Teacher Instructional

Performance. Journal of Emerging Trends in Educational Research and Policy Studies

(JETERAPS) 4(6): 901-905

Oladejo, M. A., Olosunde, G. R., Ojebisi, A. O. & Isola, O. M. (2011). Instructional Materials and

Students’ Academic Achievement in Physics: Some Policy Implications. European Journal of

Humanities and Social Sciences 2, (1): 113-126.

Olatoye, R. A. (2006). Science Teachers Effectiveness as a Predict of Students Performance in the

Senior Secondary Certificate Examination. Journal of Education Studies, 6, 104 – 110.

Olawole, O. O. (2009). Perceived Influence of Supervision of Instruction on Teachers’ Classroom

Performance on Ijebu-North Education Zone of Ogun State. An M.Ed Thesis submitted to the

Department of Educational Foundations, University of Nigeria, Nsukka.

99
Oluremi, D. F. (2013).Professional development of teachers in Africa: a case study of Nigeria. The

African Symposium: An online journal of the African Educational Research Network. 13,

(1): 63-68.

Omenka, J. E. & Otor, E. E. (2015).Influence of Classroom Management on Students’ Academic

Achievement in Science and Mathematics in Oju Local Government Area of Benue State.

Global Journal of Interdisciplinary Social Sciences, 4 (4):36-40.

Omomia, O. A. & Omomia T. A. (2014). Perceived impact of classroom management on effective

teaching: a study of five schools in education district 11, Lagos state, Nigeria. European

Scientific Journal 10, (22): 309-320

Omoniyi, T. (2005). Introduction to Educational Technology. Ibadan: Sam Publishers.

Omosewo, E.O. (2004). Laboratory Demonstration and Field Trip Methods of Instruction. In:

Fundamental Principles and Practice of Instruction. Ilorin: TundeBabs Printers

Peragia F. B. & Saukwaeli E. S. (2014). The impact of Capacity Building Training to Biology

Teachers’ Competence in Assessment: the Impact of Monitoring Trainees. Merit Research

Journal of Education and Review. 2 (12): 306-311.

Píšová, M., & Duschinská, K. et al (2011) Mentoring v učitelství, Praha: Univerzita Karlova Praze,

Pedagogickáfakulta.

Pol, M. (2007) Škola proměnách, Brno: Masarykovauniverzita. Průcha, J., Walterová, E. and Mareš, J.

(2009) Pedagogickýslovník, Praha: Portál.

Renshaw, P. (2008). REFLECT: Creative Partnerships National Co-mentoring Programme. Executive

Summary. Gateshead: The Sage Gateshead.

100
Rhodes. J.E & Dubois, D.L. (2006). ‘Understanding and Facilitating the Mentoring

Sandars, W.L., Ashoton, J.J., & Wright, S.P. (2005). Comparison of the Effects of NBPTS. Certified

Teachers with under Teacher on the Rate of Students’ Academic Progress. Arlington Va:

National Board for Professional Teaching Standards.

Sawa, M. M. (2002). Typologies of Instructional Methods, Strategies and techniques in Nzeribe A.C.B

and Sawa M. M. (Eds).Principles and Methods of Teaching. Yola, Nigeria Paraclete Publishers.

Schultz, T. W. (1960). Capital formation by education. Journal of Political Economy, 69, 571-583

Selemani-Meke, E. (2013). Teacher Motivation and Implementation of Continuing Professional

Development Programs in Malawi. Anthropologist, 15 (1): 107-115.

Senom, F., Razak, A., & Sharatol, A. S. (2013). Novice Teachers’ Challenges and Survival: Where Do

Malaysian ESL Teachers Stand? American Journal of Educational Research , 1, 119-125.

Shah, S. M. (2007). A Comparison between the Performance of In- Service Promoted and Directly

Selected (By the Public Service Commission) Secondary School Teachers in Rawalpindi

District (Unpublished M. Phil Thesis). Islamabad: AllamaIqbal Open University.

Sharmini, S. V., Azlin, N. M. & Mohd, I. M. (2017).Mentoring and Coaching Practices for Beginner

Teachers. A Need for Mentor Coaching Skills Training and Principal’s Support.Creative

Education, 1 (8): 156-169.

Shawnee State University, (2001).Inquiry Professionals Conceptual Framework. Unpublished Thesis.

Shawnee State University, Teacher Education Department.

Shea, G. (2002) Mentoring: How to Develop Successful Mentor Behaviors, USA: Axzo Press.

101
Siagh, R. P. &Rana, G. (2004).Teaching strategies for contemporary time. New Delhi. APH Publishing

Corporation.

Stöcklin, S. (2011).Capacity Building through Integration and Transformational

Leadership A case study. Online Submission. https://doi.org/10.18870/hlrc.v1i1.28

Suchánková, E.,& Hrbáčková K. (2017).Mentoring in the Professional Development of Primary and

Secondary School Teachers. Journal on Efficiency and Responsibility in Education and

Science, 10 (1): 7-15.

Sunday, A.A. (2012). The Relationship among School Environment, Student Approaches to Learning

and Their Academic Achievement in Senior Secondary School in Physics, International

Journal of Educational Research & Technology, vol.3, issue1.

Tacoli, C. (2008). Rural-urban interactions: a guide to the literature. Environment and Urbanization, 10

(1): 147-166

Tam, A. C. F. (2014). The Role of a Professional Learning Community in Teacher Change: a

Perspective from Beliefs and Practices. Teachers and Teaching, (ahead-of-print), 122.

Tella, O. I., Ajayi, T. L. & Olowoye, B. L. (2005).Becoming a Teacher. Abeokuta: GbemiSodipo Press

Ltd.

Thompson, O. (2015). Capacity Building for the Productivity of Public Secondary School Teachers in

Ebonyi State. Journal of Educational Policy and Entrepreneurial Research (JEPER). 2, (9): 76-

85

Tomková, A. et al (2012) Rámecprofesníchkvalitučitele. Hodnotící a sebehodnoticí arch, Praha:

Národníústav pro vzdělávání.

102
Tomlinson, P. D., Hobson, A. J. & Malderez, A. (2010) Mentoring in Teacher Education. In

P.L.Peterson, E. Baker B. & McGaw (Eds.) International Encyclopedia of Education.3, (7):

749-756.

Usman, Y. D. (2015).The Impact of Instructional Supervision on Academic Performance of

Secondary School Students in Nasarawa State, Nigeria. Journal of Education and Practice. 6

(10), 160-167.

Vikaraman, S. S., Mansor, A. N., &Hamzah, M. I. M. (2017).Mentoring and Coaching Practices for

Beginner Teachers. A Need for Mentor Coaching Skills Training and Principal’s Support.

Creative Education, 8, 156-169.

Wellington, S. (2015).Examining the Role of the Mentor in Teacher Education in Zimbabwe. Global

Journal of Advanced Research.2, (2): 521-533.

Yusuf, H.O. (2009). Strategies for Improving the Teaching of Reading Comprehension in Primary

Schools. J. Educ. Res. Dev. 4(3):63-68.

Zachary, L. (2009).The Mentee’s Guide: Making Mentoring Work for You, San Francisco: Pfeiffer.

103
 Appendix I

RESEARCH INSTRUMENT

QUESTIONNAIRE

Department of Educational Foundations,

Veritas University, Abuja.

Dear Principal/Teacher,

I am an undergraduate researcher student at the above-named university. I am conducting

a study titled, Staff Development Programmes as Determinants of Teachers Job
Performance in Secondary Schools in Ihiala Local Government Anambara State

Your assistance in completing the questionnaire is highly needed for the success of this

research. All the information given here would be treated with utmost confidentiality.

Thank you for your anticipated cooperation.

Yours Sincerely,

Onyebuchi Sylvanus Ahanonu

104
Staff Development Programmes as Determinants of Teachers Job Performance in
Secondary Schools in Ihiala Local Government Anambara State Questionnaire

SECTION A

Personal Information

1. Category: Principal Teacher

2. Gender: Male Female

3. School

4. No. of years of teaching experience

5. Age of the Principal/Teacher

Part Two

Instruction:

Please indicate your opinion against each of the items by ticking () in the column that reflects your v

Strongly Agree (SA) Agree (A) Disagree (D) Strongly Disagree

(SD)

SECTION B:

1. In-service Training for Teachers

105
 S/N ITEMS SA (4) A (3) D (2) SD (1)

1. In-service training helps teachers obtain higher

academic qualifications in order to improve their job
performance in the school system
Through in-service training teachers acquire more
2. conceptual knowledge for effective teaching
Teachers can improve on their skills’ competences
3. for efficiency in classroom instruction through In-
service training
In-service training programme enable teachers to be
4. adequately equipped to meet up with the new
changes task performance

5. In-service training activity focuses on changing

teachers’ orientation towards teaching and learning
processes.

2. Workshop for Teachers

S/N ITEMS
SA (4) A (3) D (2) SD (1)

6. Workshop is a capacity building programme that

improves teachers’ job performance

7. Teachers’ professional programmes contribute to

teachers academic growth on the job

8. Workshops are used to develop teachers professional

development and effective instructional delivery

9. Government organizes workshops for teachers to

enhance their professional growth and job
performance

Government monitors teachers’ progress with regards

10. to instructional delivery through workshop attendance

3. Mentoring Programmes for Teachers

S/N ITEMS
SA (4) A (3) D (2) SD (1)
106
 Mentoring creates an opportunity for the teacher to
11. actively listen during contact with the mentor for the
improvement of job performance
Mentoring creates an opportunity for direct
12. communication with mentor for effective job
performance

13. A relationship trust can be created between the

mentor and mentee for enhancement of teacher’s job
performance
Through effective mentoring the teacher can learn
14. how to plan objectives for the next lesson

15. A mentor has an ample opportunity to guide the

teacher (mentee) through the code of conduct of
teaching profession for improved productivity

4. Supervision Teachers

S/NO ITEMS SA (4) A (3) D (2) SD(1)

16. Instructional supervision improves teachers’ job

performance

17. Clinical supervision is usually employed by

supervisors to boost teachers’ classroom instruction

18. Supervisors use professional techniques to guide

teachers during classroom visitation on lesson note
preparation

19. Supervision of teachers in classroom teaching is

enhancing for effective teachers’ job performance

20. Supervision encourages and motivates teachers for

improved job performance in secondary school

107
5. Skills Upgrading Courses for Teachers
S/ ITEMS
N SA (4) A (3) D (2) SD (1)

21. Through skill upgrading courses, teachers utilize

the discussion method of teaching for effective
classroom instruction

22. Play way method is a skill teachers employ for

effective teaching and learning for better job
performance in secondary schools

23. Through skills training teachers can adopt the

demonstration method for enhancement of teaching
and learning in secondary schools

24. The assignment method is a skill teachers adopt to

enhance their teaching capacity in secondary
schools

25. Teachers use discussion method to engage students

in the learning process for the enhancement of
teacher’s job performance.

108
 APPENDIX B

SELECTED SCHOOLS

S/N NAMES OF SCHOOLS NO. OF TEACHERS

1 Girls Secondary School Uli 28

2 Lilu Community Secondary School 28

3 Abbot Girls Secondary School Ihiala 28

4 Saint Judes Secondary school 28

5 Community Secondary School Ihiala 28

Total 140

109
 APPENDIX C

RELIABILILTY OUTPUT

Case Processing Summary

N %

Cases Valid 40 100.0

Excluded 8 21.1

110
 Total 40 100.0

A Listwise deletion based on all variables in the procedure

Reliability Statistics

Cronbach’s N of Items

Alpha

.827 25

APPENDIX E

COMPUTER OUTPUT OF RELIABILILTY INDEX

INTERNAL CONSISTENCYOF THE TJPQ

Case Processing Summary

N %

Cases Valid 40 100.0

111
 Excluded 8 21.1

Total 40 100.0

A Listwise deletion based on all variables in the procedure

Reliability Statistics

Cronbach’s N of Items

Alpha

.824 18

112