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Background of the Study
Circumstances have made the search for knowledge a sine qua non for man’s survival in the world of business. Man by nature is always exploring his environment for knowledge either to improve him or to find solutions to the needs of his immediate environment (Iketaku, 2011). The fact that no academic institution can produce more quality graduate than their teacher is a proof that in-service training is sine qua non for teachers’ quality and effective performance in the classroom due to trends in education especially in a developing country like Nigeria as a result of changes in curriculum, teaching methodology and techniques, therefore, the needs for in-service training for teachers in secondary school.
According to Osamwonyi (2016) in-service training can simply be defined as the relevant courses and activities in which a serving teacher may participate to upgrade his professional knowledge, skills and competences in the teaching profession.
Therefore, it encompasses all forms of education and training given to a teacher who is already on the job of teaching and learning. In-service training refers to educational activities planned and organized by the employers for the employees to assist them in learning and /or furthering the knowledge, skills and attitude required for the achievement of the specific purpose of the organization. Teachers need in-service training to update their knowledge, skills and competences. In-service training programmes can be categorized into different forms.
Asaya in Osamwonyi (2016) identified eight varieties of in-service training as follows: Institutes, Conferences, Workshops, Staff meetings, Committee, Professional reading, Individual conferences and Visits and demonstrations.
The need for in-service training of teachers cannot be underestimated. It is a necessity in enhancing work performance and motivation of teachers in the field. Absence of in-service training of teachers will retard professional growth of teachers as well as gaps between demands and actual achievement levels. In-service training is designed to develop and improve employees in an organization from the initial employment state to retirement. From the foregoing, it becomes imperative that every attention should be devoted to the in-service training of teachers to promote their professional growth and development that will enhance the effectiveness of teachers in secondary schools.
Secondary school education is the education given after primary school education which is divided into junior and senior sections. National Policy on Education (FRN, 2014). This is where the major academic programme of students is carried out to achieve it’s goals and objectives before going into tertiary institution. The major means of acquiring refined knowledge in different subjects, occupation or vocation that enhances man’s ability to make good choice of carrier to pursue in tertiary education through tertiary institution.
Secondary school is just like any other organization cannot function without personnel who control other resources such as money, materials and machines for effective and efficient achievement of the organizational goals and objectives. Looking at this, it calls for in-service training of secondary school teachers especially in Enugu Education Zone.
Enugu Education is one of the six Education Zone in Enugu State, which comprises three (3) local government areas, Enugu East, Enugu North and Isi-Uzo Local Government Area. Enugu Education Zone is predominantly occupied by civil servants and business men and women. In Enugu Education Zone, Enugu East consist of ten (10) government owned secondary schools, Enugu North consist of nine (9) government owned secondary schools while Isi-Uzo consist of twelve (12) government owned secondary schools. It is on this that the present study will examine the impact of In-service Training on teaching efficiency among Secondary School teachers in Enugu Education Zone.
Statement of the Problem
The administration of school activities in our senior secondary schools with emphasis on in-service training of teachers for effective instruction was aimed to prepare competent teachers who would function effectively and efficiently in the world of work and in society without bias.
According to McGraw-Hill in Adebisi (2014) believed that most students exhibit employability in respect of a job if they can demonstrate a set of achievements that are relevant to that job.
The high rate of unemployment of graduates and poor performance of little self-employed graduates in this 21st century in Nigeria can be attributed to poor skills imparted in the students by their teachers in Nigeria, which crippled their ability to perform competently in the world of work; since no academic programme can produce more quality graduate than their teachers, in-service training is essential. Also, the relevance of in-service training of teachers is yet to be known to every teachers. the extent to which in-service training of teachers impact on students’ skills acquisition for self-reliant and the extent to which in-service training of teachers impact on students’ office work attitude for employment include some of the problems many senior secondary school teachers have not fully understand. Thereby leading to the negligence of in-service training among them. Therefore, the present study stands to examine the impact of In-Service Training on teaching efficiency among Secondary School teachers in Enugu Education Zone.
Purpose of the Study
The general objective of this study is to determine the impact of In-Service Training on teaching efficiency among Secondary School teachers in Enugu Education Zone. Specifically, the study sought to:
Significance of the Study
The findings of this study will be beneficial to secondary school education, teachers, government, curriculum planners, students and future researchers.
Secondary school education will use the findings of this research work in equipping both human and material resources to attain its’ education objectives.
Secondary school teachers will find this project work highly valuable in preparation of teachers that measure up with educational objectives.
Findings of this research work will help government to ascertain necessary resources needed in training teachers.
The findings that will emanate from this study will provide wealth of information needed by curriculum planners in secondary schools in Nigeria for curriculum review to achieve occupational competence and self-reliant curriculum oriented. It will help curriculum planners to be more comprehensive in scope, also, to give participatory opportunities for more teachers’ achievement.
The findings of this study will reveal skills that will arouse the interest of secondary school students to become self-reliant and competence in the society.
Finally, future researchers will also find it helpful. It will serve as a good starting point for any further meaningful research in this area of study.
Scope of the Study
This study is delimited to the impact of In-Service Training on teaching efficiency among Secondary School teachers in Enugu Education Zone with the view to examining; the extent to which conferences impact on teachers’ efficiency in Secondary Schools, the extent to which staff meeting impact on teachers’ efficiency in Secondary Schools and the extent to which workshops impact on teachers’ efficiency in Secondary Schools. Geographically, the study will cover all the government owned secondary schools in Enugu Education Zone, which include schools in Enugu East, Enugu North and Isi-Uzo Local Government Area.
Enugu Education is one of the six Education Zone in Enugu State, which comprises three (3) local government areas, Enugu East, Enugu North and Isi-Uzo Local Government Area. Enugu Education Zone is predominantly occupied by civil servants and business men and women. In Enugu Education Zone, Enugu East consist of ten (10) government owned secondary schools, Enugu North consist of nine (9) government owned secondary schools while Isi-Uzo consist of twelve (12) government owned secondary schools.
The following research questions will be answered by the study:
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