Teachers Development Programme And School Effectiveness In The Secondary School Of Oye Ekiti

Abstract

The objective of this study is to assess the policy implementation on Teachers’ Development for achieving school effectiveness in Nigeria. A descriptive survey research design was adopted for the study. Multi-Stage sampling procedure was adopted to select the total sample of 700 teachers and 36 education stakeholders from which information was collected. A self-constructed questionnaire titled: “Teachers’ Development programme and school effectiveness questionnaire” that gave a reliability coefficient of 0.86 after using the test-retest method of reliability. Three research questions and three hypotheses were tested using mean (with an acceptance level of 2.50) and one way analysis of variance statistical tool at 0.05 level of significance. Findings revealed that teachers’ development programmes were adequately provided in Oye Ekiti. Also that Physical Resources were not adequately provided and maintained in Oye Ekiti for achievement of functional school programme. The study recommended provision of adequate school facilities, periodic and compulsory training and retraining programmes for secondary school teachers across the nation so that government investment in school programme will not be a waste. 

TABLE OF CONTENTS

COVER PAGE

TITLE PAGE

APPROVAL PAGE

DEDICATION

ACKNOWELDGEMENT

ABSTRACT

CHAPTER ONE

INTRODUCTION

1.1      BACKGROUND OF THE PROJECT

• PROBLEM STATEMENT
• PURPOSE OF THE STUDY
• RESEARCH QUESTIONS
• HYPOTHESES
• SIGNIFICANCE OF THE STUDY
• SCOPE OF THE STUDY
• OPERATIONAL DEFINITION OF TERMS

CHAPTER TWO

LITERATURE REVIEW

• TEACHERS’ DEVELOPMENT PROGRAMMES OF UNIVERSAL BASIC EDUCATION PROGRAMME
• PROVISION AND MAINTENANCE OF PHYSICAL RESOURCES OF UNIVERSAL BASIC EDUCATION PROGRAMME
• IMPORTANCE OF TRAINING AND DEVELOPMENT IN THE PROVISION OF QUALITATIVE EDUCATION
• STAFF DEVELOPMENT PROGRAMMES IN SCHOOLS
• TYPES OF STAFF DEVELOPMENT PROGRAMMES
• INFLUENCE OF TEACHER TRAINING AND DEVELOPMENT PROGRAMMES ON STUDENTS’ ACADEMIC PERFORMANCE
• BENEFITS OF TEACHER TRAINING AND STAFF DEVELOPMENT
• SUMMARY OF THE LITERATURE REVIEWED

CHAPTER THREE

METHODOLOGY

• RESEARCH DESIGN
• SAMPLE AND SAMPLING TECHNIQUES
• RESEARCH INSTRUMENT
• VALIDITY AND RELIABILITY OF THE INSTRUMENT
• METHOD OF DATA ANALYSIS

CHAPTER FOUR

4.0      RESULTS AND FINDINGS

CHAPTER FIVE

• SUMMARY OF FINDINGS
• CONCLUSION
• RECOMMENDATIONS

REFERENCES

CHAPTER ONE

1.0                                            INTRODUCTION

1.1   Background to the Study

Globally, educating a nation remains the most paramount strategy for the development of the society throughout the world. It is pertinent to note that many studies on human capital development concur that it is the human resource of the nation not its capital or natural resources that ultimately determine the pace of its economic and social development, the most important institutional mechanism for developing human capital is formal education system of primary, secondary and tertiary training (Nsubuhu, 2003)

Teachers constitute an important factor in the implementation of the curriculum. The quality of teachers is known to be a key predictor of students’ performance, stressing this point. Hammad (2001) point out that the simple most important determinant of what student learn is what teacher known. Teaching as a profession, demand continuous update of knowledge and ability through training programmes.

Professional development programmes as been accepted as effective method of increasing the knowledge and skill of teachers in order to enable teachers to teach more effectively according to Mohammed (2006) noted that many teachers after graduation have little or no opportunity for retraining and their training ends as soon as they graduate with no opportunity for updating their knowledge and skill by attending seminar, workshops and conferences that will subsequently enhance their knowledge and classroom skills. Subscribing to this view.Esu (1997) observed that there has been greater awareness that teachers who were trained some few years ago are not adequately equipped for effective teaching except complemented by in-service training. She further stated that, 2-3 years teacher preparation programme in higher institution of learning do not adequately prepare teachers for the teaching job. As there are too many ground to be covered in the teacher preparation programmes.

One of the ways of ensuring an effective school system is by introduction of Universal Basic Education Programme (UBEP). Universal Basic Education Programme (UBEP) was launched by the Federal Government of Nigeria in September, 1999 under the leadership of the former President, Olusegun Obasanjo. The programme took-off fully in 2004. The programme become necessary so as to give Nigerian the basic education they need to survive the challenges of the future and become useful citizens to their community, country and indeed the whole world (Obasanjo, 1999). It is a policy reform of the Federal Government of Nigeria targeted at reforming the basic level of education in Nigeria. According to Federal Ministry of Education (2009), it comprises; 1 year of pre-primary, 6 years of primary and 3 years of junior secondary education. The scheme is compulsory, free universal and qualitative for children between the ages of 3 to 14 years. Basic education policy was designed to achieve certain goals and objectives. Universal Basic Education (2004) and Federal Republic of  Nigeria (2013) stated the goals of basic education as: to provide the child with diverse basic knowledge and skills for entrepreneurship, wealth generation and educational advancement; to develop patriotic young people equipped to contribute to social development and in the performance of their civic responsibilities; to inculcate values and raise morally upright individuals capable of independent thinking, and who appreciate the dignity of labour; to inspire national consciousness and harmonious co-existence, irrespective of differences in endowment, religion, colour, ethnic and socio-economic background; and to provide opportunities for the child to develop manipulative skills that will enable the child function effectively in the society within the limits of the child’s capability.

For the purposes of policy coordination and monitoring of education at the basic level, the Federal Government of Nigeria instituted a Universal Basic Education (UBE) to achieve the following objectives:

1. Developing in the entire citizenry, a strong conscientiousness for education and a strong commitment to its vigorous promotion;
2. The provision of compulsory, free, and Universal Basic Education for every Nigerian child of school going age;
3. Reducing the incidence of drop out from the formal school system, through improved relevance, quality and efficiency;
4. Catering through appropriate form of complementary approaches to the promotion of basic education, for the learning needs of young persons who for one reason or another have had to interrupt their schooling; and
5. Ensuring the acquisition of appropriate levels of literacy, numeracy, manipulative communicative and life skills as well as the ethical, moral, security and civic values needed for laying a solid foundation for the life-long learning.

However, the targets of universal basic education scheme, according to Irewole and Akinsuroju (2018) are; to ensure that 100% of graduates from this scheme possess literacy, numeracy and basic life skills that will enable them to live meaningfully in their societies and at the same time contribute their quotas towards the national development; ensuring that 100% of teachers employed for the programme have minimum teaching qualification of Nigeria Certificate in Education (NCE), as well as ensuring that 100% of basic education schools have conducive teaching and learning environment; and lastly, redressing all forms of disadvantages, gender disparity and promotion of inclusive education.

1.2     Statement of the Problem

Studies found challenges ahead teachers’ professional development and their effectiveness at school. Osho (2012) stresses that poor remunerations of teachers affect their professional development leading to the abandonment of their profession, no meaningful intellectual programme on the professional development of teachers with the various wars, political crises around the world. Universal basic education (UBE) is seen as a vital stratum in the nation’s education system. considering its importance to national development one would expect qualified teachers, better quality training and better resources in training learners in public primary and junior secondary schools, which would in turn produce better graduates that would be processed by the schools level across the country. However it seems reverse is the case, findings by previous studies have reported that many of the secondary schools graduates emerged with scanty knowledge. The implication of this is that literacy needed by them to fit into secondary schools level in Nigeria will not be acquired by them. Studies equally shown that resource provision and maintenance for implementing Universal Basic Education policy are challenged by a number of factors such as dearth of funds, shortage of skilled and quality personnel, over-crowded classroom and lecture theatres. Therefore, problems related to inadequate or lack of teachers’ development programmes and inadequate provision and maintenance of school physical resources (such as furniture, library, classrooms, laboratories and toilet facility) are perceived by the researchers to pose serious challenge to policy implementation of Universal Basic Education Programme in Oye ekiti, ekiti state, Nigeria.

1.3     Purpose of the Study

Specifically, the study was set to achieve the following purposes:

1. To assess teachers development programmes provided by the government for school effectiveness in Oye Ekiti.
2. To establish the extent the physical resources are provided for policy implementation of universal basic education programme in Oye Ekiti.
3. The Relationship between teachers development program and school effectiveness in the secondary school of Oye Ekiti.

1.4     Research Questions

The study was guided by the following questions.

1. What are the teachers’ development programmes provided by the government for school effectiveness in Oye Ekiti?
2. To what extent are the physical resources provided by the government for implementing universal basic education programme school effectiveness in Oye Ekiti?
3. How are the physical resources maintained in Rural and Urban Nigeria for effective implementation of universal basic education programme?

1.5     Hypotheses

The following hypotheses were formulated to guide the study:

H₀₁:   There is no significant difference in the opinions of SUBEB Directors in Rural and Urban Nigeria on teachers’ development programmes, provision and maintenance of physical resources in the implementation of UBE programme.

H₀₂:    There is no significant difference in the opinions of teachers in Rural and Urban Nigeria on teachers’ development programmes, provision and maintenance of physical resources in the implementation ofUBE programme.

H₀₃:    There is no significant difference in the opinions of SUBEB Directors and teachers in Rural and Urban Nigeria on teachers’ development programmes, provision and maintenance of physical resources in the implementation of UBE programme.

1.6    Significance of the Study

This study would be of immense benefits to all the stakeholders in secondary schools, not only in Oye Ekiti, Ekiti state but in Nigeria at large.

This finding will be an additional study to the current body of knowledge and debates on the concepts of professional development programmes and school effectiveness.

Secondly this finding will serve as contribution to government and private sector policies on professional development programmes to improving teachers’ effectiveness in teaching.

The findings of this study will benefit the Oye Ekiti Local Government, head teachers and other stakeholders in terms of providing suitably and timely professional development programmes for the teachers in this Local Government Area.

Lastly the finding will enhance teacher’s in-service training programme and academic performance of both public and private secondary school not only in Oye Ekiti Local Government but Nigeria at large to increase their knowledge and skills in teaching.

1.7 Scope of the Study

This study examined teachers development programmes and school effectiveness in Oye Ekiti secondary school, Ekiti State. Multi-Stage sampling procedure was adopted to select the total sample of 700 teachers and 36 education stakeholders from which information was collected.

1.8   Operational Definition of Terms

For the purpose of this study, the following terms and variables are operationally defined.

Teaching: This refers to the expression of intent by secondary school teachers with the aim of bringing about a desirable behaviour of learners in secondary schools within Oye Ekiti

Teacher: This refers to a person who handles various issues which arise in connection with learning in secondary schools within Ilorin West Local Government Area.

Professional Development: is measured in this study by teachers’ attendance of higher education, seminars, conferences and workshop.

Teachers Effectiveness: is the students’ academic performance in WASSCE for five years.

References

Federal Ministry of Education. (2009). Implementation Guidelines for the UBE Programme.

Abuja: NERDC Press.

Federal Republic of Nigeria (2013). RevisedNational Policy on Education, Lagos: NERDC

Irewole, M.O. and Akinsuroju, O.E. (2018). Assessment of Implementation of Universal Basic Education Programme in Nigeria. Jounal of Educational Research. Vol.2(1). 264-276

Obasanjo,O (1999). Education a National priority, the guardian, October 13. P. 27.

Universal Basic Education (2004). Implementation Guidelines for Universal Basic Education Programme. Abuja: Government Press.