THE TEACHERS’ TRAINING AND WORK PERFORMANCE IN

SELECTED SECONDARY SCHOOLS

 Abstract

This study our focused on the teachers’ training and work performance in

selected secondary schools, Lagos State as case study. The study is was

specifically focused on finding out what types of training programmes are

available for teachers in schools; evaluating the training needs of teachers

in the school; differentiating the productivity of male and female teachers

in the school and find out whether there is a relationship between training

of teachers and academic performance of students in the school.

The study adopted the survey research design and randomly enrolled

participants in the study. A total of 120 responses were validated from the

enrolled participants where all respondent are students of selected

secondary schools in Lagos State.

 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Training has been defined as “an organised procedure by which people

learn knowledge or skills for a definite purpose”. It is a process for

equipping the employee particularly the non-management employee with

specific skills e.g. technical skills like plumbing, electrical wiring,

repairing, artistic skills, clerical and typing skills that would enable them

to improve on their performances and overall efficiency (Banjoko, 2001).

Asobie (2002), states that the objective of training is to enable employees

to perform his/her job in such a way as to meet the standards of output,

quality, waste control, safety and other operational requirements. Ayodele

(2003) states that, for the fact that ours is a world that is currently

undergoing rapid changes particularly in the area of skill obsolescence

and technological capability, training is not exclusively reserved for

newly employed staff but also for the old employees as well. It is

therefore, for the purpose of enhancing individual performance that

training and development should be made a continuous process that

should last through an employees entire working life. Anyanwu (2004)

affirms that because low and middle level employees need to adapt to

new skills and technologies, while managers and top management

personnel need deeper knowledge and understanding of their jobs, the

jobs of others, a good understanding of where and how their jobs fit into

the wider organisation pattern, an understanding of government and

societal constraints, and a sensitive social awareness of the environment

within which organisation or school operates. For jobs like teaching that

requires complex and diverse range of skills and knowledge, a period of

apprenticeship training is usually required. For example, in technical jobs

such as carpentry, plumbing, printing, welding, engraving, tool making,

and other jobs that require long period of practice and experience,

apprenticeship programmes are necessary if the trainee is to fully grasp or

understand the intricacies and complexities of the job. Besides, since

training takes place over an extended period of time, the distributed

learning necessary to master such skills is able to take place. In addition,

when apprenticeship programmes or training is well planned and

operated, it permits the integration of the best features of on-the-job

training and off-the-job training. It gives the apprentice an opportunity to

earn something while learning (Banjoko, 2001). Constant training or

organisation of seminars, workshops and other courses for teachers would

improve to a great extent, the effectiveness and efficiency of teachers’

productivity in the school environment. Teachers occupy a central

position in harnessing the administrative and material resources necessary

to blend with learners (students). According to Nkemakolam (2005), a

close look at the Nigerian schools, especially the public schools, one
would find out that there exists a shortage of technical teachers in many

primary and secondary schools. This is largely due to lack of job

satisfaction as a result of poor conditions of service, lack of motivation,

ineffectiveness on the job due to non-further training etc. In any case, this

affects students’ academic performance.

Onuoha and Uzodinma (2000), state that once an organization has

employed those it considered qualified, suitable and competent to

perform those jobs for which they were hired, it must embark on an

effective training and development programme that is necessary to

enhance the productive capabilities of the newly hired employees, while

it also embarks on training and retratining the old workers or employees

in order to maximize their productivity.

Training of staff is important in the following ways: to remove

performance deficiency; to match the employees’ abilities with the job

requirements and organizational needs; to enhance organizational

viability and the transformation process, to cope with the new

technological advancement; to improve quality and quantity of work; to

improve productivity and efficiency; to help staff cope with increased

organizational complexity resulting from increased mechanization

automation. Training, sometimes, may be undertaken to enhance

employees’ self-esteem; to boost staff morale and thereby improve

organisational climate, especially, in the school (Munonye, 2006).

For teachers to maximize their potentials or exhibit maximum

effectiveness in their duties in the school system, constant staff training

and development programmes must be put in place and these programmes

must be geared towards the enhancement and improvement of teachers

work performance which will also enhance the academic performance of

students in the school environment.

1.2 Statement of the Problem

Training is very essential in the creation of high productivity of staff,

especially teachers in the school system. When teachers are not trained, it

brings about emptiness in teaching and learning process. Non-trained

teachers in the school are not only cheats, they are not helping the school

system to grow and develop. People who teach in the school without

having the required qualifications, are the causes of low standard of

education and low students’ academic performance (Ayo, 2003).

The school system in Nigeria, has the problem of untrained teachers who

have greatly infiltrated into the teaching profession, because they think

that teaching is an all-comers’ job. They think that everyone knows how

to teach, but they forget that not everyone is trained to teach. Untrained

and inexperience teachers lack the mastery of content (what to teach), the

methodology (how to teach). Any teachers who do not possess the

mastery of both what to teach and how to teach cannot be said to be a

teacher in the first place. Untrained and teachers therefore, lack the skills
and the capabilities to achieve the goods in teaching and learning process.

It is this belief that the researcher is motivated to find out the extent to

which training influence teachers development and their job performance

in secondary school.

1.3 Purpose of the Study

The main purpose of the study is to examine the teachers’ training and

work performance in selected secondary schools in Mainland Local

Government Area of Lagos State.

Other objectives of the study include:

(1) To find out what types of training programmes are available for

teachers in schools

(2) To evaluate the training needs of teachers in the school.

(3) To differentiate the productivity of male and female teachers in the

school.

(4) To find out whether there is a relationship between training of

teachers and academic performance of students in the school.

1.4 Research Questions

The following research questions will be raised in this study:

1. What types of training programmes are available for secondary

teachers in Lagos State?

2. What areas do teachers need to be trained as identified by them?

3. How do we differentiate the productivity of male and female teachers

in the school?

4. Will there be any relationship between training of teachers and

academic performance of students in the school?

1.5 Research Hypotheses

The following hypotheses will be formulated and tested in this study:

1. The types of training programmes available for teachers will not affect

their productivity in secondary schools.

2. There is no significant difference between the productivity of male and

female teachers in Lagos State.

3. There is no significant relationship between the training of teachers and

teachers’ productivity levels.

1.6 Significance of the Study

This study will be beneficial to the following individuals in many ways:

1. Principals: This study will help managers of the school system, benefit

from the findings and recommendations made by the researcher. This is

because, the principals would be able to understand the essence of

maintaining a conducive atmosphere in the school. It is important that

principals maintain good relationship with their teachers and students so

that they will be able to have good school climate running in the school

for the overall maximization of high productivity.

2. Teachers: They will benefit from this study because it will enable them

to be able to know more about the essence of having good principal –

teacher relationships in the school, and how bad principal – teacher

relationship can affect the school atmosphere badly. This is because

nothing works in an organization or school where there is rancour and

bad blood amongst principals, teachers and school community or even

students and parents. For the school to achieve its goals and objectives, it

must operate on good climate or cordial culture which promote high

productivity.

3. Parents: Parents being one of the important stakeholders in the school

system, ought to be in good relationship with the principals, the teachers

and all that are in the school. Therefore, assisting parents to be able to be

well informed on the importance of having their children in schools

where there is good relationship among the school personnel and schools

where there is provision of infrastructures and other amenities in the

school.

4. Society: The society will be able to appreciate this study because, it

will enable them to have the insight on the essence of school climate

which promotes high productivity of both teachers and the students. Not

only the society, the young researchers and others in the society will find

this study a good reference material in their studies.

1.7 Scope of the Study

This study will cover the examination of the staff training in selected

secondary schools in Mainland Local Government Area of Lagos State.

1.8 Definition of Terms

The following terms were operationally defined thus:

Employee Behaviour: Refers to manners, moral conduct and treatment

shown to or towards management

Workers’ Productivity: This has to do with the total output or result of

work obtainable from the input of employees in any organisation. In other

words, it is the total production level of all the workers in a company,

industries, schools and other parastatals within the private and public

sectors.

Job fulfillment: This is the final result an organization intends to see from

the employees after being motivated.

Training: This means training somebody for something in order to be

somebody or something; the act of giving teaching and practice to an

individual or a worker in order to bring to a directed standard of

behaviour, efficiency or physical condition.

Staff Training and Development: Training and development are processes

for equipping the employees particularly the non-managerial employees

with specific skills e.g. technical skills such as plumbing, electrical,

wiring, repairing, artistic skills, clerical and typing skills that could

enable them to improve on their performances and overall efficiency.

Adamson and Adamson (2000) state that the objective of training and

development on the job is to enable an employee to perform his job in

such a way as to meet the standards of output, quality, waste control,

safety and other operational requirements.

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction

training allows employees to develop and enhance their skills, which

include socialization in different forms. Newly recruited staffs need

training before beginning work, while more experienced staff requires

retraining to keep up with the demands and challenges of their present

job. The success of any organization depends on its workforce, and to get

the best from the workforce, it must be continuously trained and

developed. Ubeku (1970) states that money spent on training and

development of employees are well- invested. Staffs are motivated to

work harder when given the opportunity to develop their skills by

training.

2.1 Literature Review on Training.

An over view of in-service training, for the good teacher, every facts of

his knowledge, skills personality and interests are of potential

professional value. Hence every experience he under goes during his

career, however, irrelevant it may appear, may be describe as in-service

training.

In-service training may therefore in the most general series be taken to

include everything that happens to a teacher from the day the takes up his
first appointment to the day he retires which contributed, directly or

indirectly to the way which he executes his professional duties.

The United State Department of Health Education and welfare (2002) has

described in-service training as: A programme of systematized activities

promoted or directed by the school system, that contribute to the

professional or occupation growth and competence of staff members

during the time of their service to the school system.

Some recent educational literature shows a preference for the phase “in-

service education of teachers’.

A good deal of the education versus training controversy seems to reflect

concern about the status of the teaching profession. However, distribution

between education and training is not always dears, this phase in-service

education and in-service training is often interchangeable used.

In a very broad service the term in-service education or in-service

training has been defined as structural activities designed exclusively or

primarily, to improve professional performance. (Henderson 2000).

This definition embraces a very wide range of activities. It may involves

attending a conference or listening to a lecture involving over 100

participants.

It may involve full or part time attendance at a specific course of

instruction over a few hours, weeks, month or even years in company of a

few dozen colleagues.

It may involve a joint problem solving exercise, perhaps in the circular or

administrative field with a small group of teachers from the same school

or locality. It may involve discussion on a one to one basis with a person

shoes role is encouraging the development of teacher professional skills.

It may involve a personal scheme or systematic reading or research.

It may indeed, involve any combination of these. It may be undertaken

with a view to security improvement on job or particular types of

appointment or promotion.

Hass (2001) for example defined in-service education as all activities

engaged in by the professional personnel during their service and

designed to contribute to improvement on the job “considering this

definition to be too broad, vague and inexplicit, Harris, Bessert and Mc in

Tyre (2001) have defined the term in a much narrow service as “planned

activities for the instructional improvement of staff members”.

Here, in-service education is considered to be planned activities involving

only the instructional staff and not all activities engaged in by all staff

members for professional improvement as Hass has proposed. It is this

definition or slight modification of it that is now generally referred to as

the traditional definition of in-service education.

During the best exponent of this traditional view are Johnson (2000) and

Edenfet (2002) who have said. In its traditional and most widely,

practical form, in-service training is conceived as personal professional

development formularized into courses at the graduate level that leads to

advanced depress and credential, job promotion and added competence

for the individual.

(2000) and the UNESCO (2000) one major weakness of this traditional

view of in-service education is the fact that it does not reflect the modern

trends in education particularly the growing emphasis on the use of para-

professionals and the need for the school staffs to work together as a team

since the ultimate goal of in-service education is continuous improvement

of students individual performances. It is in this modern world that in-

service education is increasingly being stwart and Hart (2002) for

example defined it as. All activities involving Para-professional teachers

and administrators that focus on three discrete dimensions defined

operationally as.

i. Teacher behaviour improvement

ii. Retraining and

iii. Staff development

In essence therefore, the modern view holds out great opportunity for the

professional development of all staff members who by the nature of their

duties are all involved in the education in the education of the child

2.2 In-Service Training Programme and Teacher’s Productivity.

Though generally, in Nigeria in-service education is yet to be accorded

the same priority as pre-service education, the need for it is widely

recognized. This evidence by the large number of conferences, seminars,

workshop, symposia and other the types of in-service education organized

every year at the local, national, regional and international level.

Handerson (2000) in his book, the evaluation of in-service teacher

training Stated that the further training of teachers in-service work is like

a tonic, like an injection that helps to protect the commonest diseases

teachers suffer from is arteriosclerosis, that is long set habit that become a

second nature forcing them to act always in the old well established way,

independently of the transformed world around them. In his appreciation

of in-service training education Corey (2003) asserted that planned

programme in-service educations are essential to adequate Professional

improvement of school personnel. The demands now being made upon

schools and upon the people who are responsible for the quality of

schools make it impracticable to place full dependence upon pre-service

preparation and the initial of the individual to better himself in the

service.

Steven and Eric (1999) Opines that even in a period of educational

stability it would be desirable for teachers to take the opportunity to

renew and extend their professional equipment as well as consolidating

their own education as people.

Today more than any other time in the history of mankind, we are living

in a good of rapid and continuing change, resulting both from demands

outside of the educational world.

One of the greatest revolutions of all time is knowledge explosion which

can be said to begin on a new scale in the 21st century.

According to Toffler (2000) the outputs of books on a world scale

approached, the prodigious figure of explosion is of such a dimension that

it is believed man’s acquisition of knowledge is doubling every five to ten

years.

What this rate of growth portends, the future has been summarized up the

following words by Toffler (2000). At the rate at which knowledge is

growing by the time the child is born today, graduate from college, the

amount of knowledge in the world will be four times as great by the time

that same child is fifty year old. It will be thirty-two times as great and

97% of many things known in the world will have been learned since he

was born. With particular references to education, the growth of

knowledge manifests itself in new developments in subject’s areas.

Common examples are the new science of integrated science, modern

mathematics, new orthographies for different local languages, social and

cultural studies and environmental education focusing on problems of

pollution energy crises, desertification and other forms of ecological

crises.
Harris and Wailard (2002) maintain that in service education programmes

are needed to intimate teachers with these new developments and new

teaching techniques and organizational procedures such as the conceptual

approach, inquiring teaching simulation, role playing, systems, approach,

team teaching, the open plan and the use of a wide range of audio-visual

materials and corruption.

According to Johnson (2004) the last three decades have witnessed a

considerable growth of knowledge in the supporting fields of the

behavioural science particularly psychology.

The work of paiget, Bronner and Gagne in the areas of cognitive

development, those of combs, Kelly and Roggers in the area of self

concept, skinners “operant conditioning” Haring hurts “development

task” and Maslow’s hierarchical of needs are only a few examples in

which many teachers may need help on their classroom application and

implication. This kind of help can be provided through in-services

education.

As serious as knowledge explosion, it is only part of the greater social

and Cultural Revolution of the second half of the twenty-first country.

At the roof of those frightening revolution are technology, wars,

population explosion, famine, poverty, hunger, energy crises, pollution

and other threats to human existence.

The challenge posed by these social and cultural revolutions at both

national and international levels and the hope of meeting the challenges

through in-service education have been explained in the following wards

by Johnson (2004 p. 25-26).

It is imperative that teachers above all others should be sensitized to the

cultural modes that are in conflict with those of an earlier generation.

Music, art, dress, eating habits, tourism Poetry film, television, dance

sport attitudes to work, money, leisure and personal relationship reveal

discriminating differences between young and old, probably even middle

aged. Thus uneasy peace, the new interactional bodies, the policy of

containing wars, the threats of nuclear bomb, high productivity,

development in communication, immoderately accelerating population

and the scarcely veiled promise of space travel, all seems to suggest a

potential breakthrough into a new cultural terrain. It is thus a legitimate

purpose of in-service education to enable teachers to absorb an

understanding of the new developments and their educational and cultural

repercussions.

The concluded that education as a whole has the greatest responsibility of

dealing with these problems and of conserving and transmitting cultural

heritage.

In-service education has probably as much role to play as pre-service

education in fulfilling this great responsibility. Due to the rapid growth of

knowledge as well as the technological, social and cultural revolutions of

our time, It is now generally agreed by educationists that initial teachers

preparation is totally inadequate for continued success in teaching.

Toffler (2000) has suggested that cause of rapid obsolescence of

knowledge due to knowledge explosion education many have to be

recycled every five (5) years. It appears, however, that keeping abreast

today requires not a five recycling of knowledge but a continuous process

of education and re-education which must include both subject matter and

evolving methodologies. Recent research by Douglas et al (2005)

acknowledged that promoting teacher quality through in-service

education is a key elements in improve productivity among teachers in

both primary and secondary education. The above appoint was further

strengthened by the findings of Ronald and Dominic (2006) when they

postulate that through in-service education, the teacher becomes

responsible for his own growth and effectiveness, and is therefore, more

sensitive, insight-full open to more options and less frightened to

innovate and change.

Similarly, Goldhaber and Brewer (2000) posited that the major goal of in-

service education is continuous improvement of the teacher performance,

effectiveness and effectively in classroom related activities. In-service of

teachers and improved standard of education within the last fifteen years,

the cost of education has increased tremendously. At this phenomena

increase in the cost of education felt more and more by the tax payer, the

demands for greater accountability in the form of measurable

improvement in learning for the individual child is pushed harder and

harder.

Waymart (2001) believed that teachers has a role to play by providing on

their performance and there by absorb the pressure of accountability if

constantly exposed to new ideas and techniques through in-service

education. At this point in time of our educational development one

would have thought that the standard of secondary education in the

country in general and the state in particular would improve Urban

compared with what is obtainable in other countries, unfortunately, the

general public seem greatly disappointed in the present system of

education.

They contend that the standard has fallen significant. Recent research

findings tends to prove wrong the myth that children’s poor performances

in school nowadays is due to disobedience and indiscipline on the part of

the pupils.

Cocksure (2004) findings repeatedly point to teachers attitudinal factors

as the major cause of the falling standard of education in the country

which he stated thus. Having examined and formed no serous attitude

problem such that could hinder children’s learning process, the teacher

attitudinal factors had to the closely and critically analyzed, while it is a

fact that a teacher, cannot learn for the students, he can do much stimulate

their desire to learn. The role of teachers in guiding, directing and

stimulating children to learn need not be over-stressed.

In his submission, Hoyle (2000) pointed out that the main task of the

teacher is to lead his pupils towards those learning and behavioral goals

which have been prescribed for them. They simply cannot achieve these

goals if they do not fully commit themselves to their professional

function and duties, Hoyle (2000) cited continued activities of training

and retraining programme for the teachers to enhances their productivity

in this regard. There is a consensus of opinion among educational

researchers that the gap between educational theory and practices is often

too great sax (2006) for example, has pointed out that the time leg

between the publication of research findings and their implementation in

schools is as high as fifty years.

This believed to be one of the factors showing educational progress. The

growing awareness that in-service programmes may be very effective

solution to this problem has been added importance to in-services

training. From the point of view of the national society for the study of

education above, it is clear that in-service education provide the teacher

with new knowledge, skills and attitudes very essential in improving the

standards of education in our society. It is generally acknowledge that

promoting teacher quality is the way elements in improving primary and

secondary education all over the world.

In a pilot study in United State of America, one of the primary goals of

the no child left behind law is to have a “highly qualities teachers” in

every classroom. The reason deter of the above law is based on the fact

the in-service training provide the teacher with a broader educational and

technical knowhow, ensure improve existing skills and the acquisition of

new ones as well as inculcate fresh interest in the teaching job. This

factors when applied to the school system enhance improve standard of

education in the society.

2.3 In-service Training of Teacher and high academic performance of

students in Secondary Schools

Over a dozen studies have estimated models of the relationship between

teacher’s education/training and student’s achievement. Clotfelter et al

(2005) and Freg (2005) provided evidence that better trained and more

experienced teachers tend to get students of greater ability and with fewer

discipline problems.

Given with position matching between teacher training and student

quality Bett (2003) maintained that in-service training is an important

factors that contributes to improved performance of the teachers and

therefore improve academic performance of students. Teaching is a social

function, its aim being to guide desirable growth in others. It involves a

social relationship, the interaction of the teacher and the student. Some

studies such as that of the American Association of Colleges for

Teacher’s Education (1989) opines that formal education in teachers

colleges is important as its provide the teachers with the required teaching

process necessary for student academic achievement such ideas as the

one of the (AACTE 1980) above has been challenge in recent times.

For instance Cottrell (2005) in the National Policy for the improvement

of the quality of teacher education provide ample evidence that better

trained and more experienced teachers especially those who have had in

service training in their teaching careers tend to get students of greater

ability and academic achievement.

Clotfeller et al (2005) in support of the above point by (Coll rell 2005)

added that through in-service training the teachers benefited in the areas

of :

1. Acquisition of new knowledge

2. Development of new skills

3. Improved competencies and

4. Enhance motivation, all when added together under a learning

environment ensure improved academic performance of students.

Rurkin et al (1998, 2005) were arguably the first to study teacher training

while controlling for measured students ability. They noted for instance,

that having more education other than the pre-service education teachers
to be more productive and hence increased academic performance of

students. They based their findings on the premise that under going

further training while still on the job (in-service training) may make

teachers more likely the use of modern teaching aids like the use of

computers as an instructional materials, application of modern teaching

techniques etc which may in turn contribute to their productivity and

therefore enhance student academic performance.

Another study, Rock off (2004) which focuses on teacher training

obtained via-on-the-job experience, shows that in-service training provide

the teacher with better experienced necessary to perform better on the

job.

Furthermore meirnece and Philips (1989) Wayne and Young (2003)

shows that better experienced is correlated with other teachers

characteristics that affect student learning positively.

Bett et al (2005) find positive effects of master’s degrees on student

academic achievement as this provide the holder with new skills. Bett et

al (2003) stated that a degree is directed at improving the skills that is

needed to do a particular job more effectively and efficiently.

For the teacher, it enhances a genuine mastery of the academic

performance of students. Another study by Todd and Wolpin (2003)

which time to assess teachers’ productivity as it contribute to student

academic achievement, noted empirically that in-service training

contributes to boost, teachers moral by acting as a modifiers, it therefore

enhance improved job performance of the teacher and improved

academic performance of the students.

2.4 Theoretical Framework

The Human Capital Theory (HCT) is premised on neo-classical analysis

of labour markets, education and economic growth. It assumes that

people are productive resources and explores whether more highly

educated people are more productive than others (Brennan 1993). More

importantly, the Human Capital Theory is a cost and benefit analysis of

educational investment. From this viewpoint, training represents an

investment in human capital that can be justified if net returns are

generated in terms of better skills and increased performance (Tharenou

2007). In this sense, the Human Capital Theory distinguishes the

modalities of more general and more specific training. The former at its

most general generates competences and professional qualifications that

are useful to many organizations, even those belonging to different

activity sectors (Garcia 2005). It should be pointed out that the

transferable nature of the qualifications provided by more general training

has a number of consequences for organizational behaviour.

On the one hand, because the qualifications acquired are potentially

useful to a number of organizations, this kind of training leads to an

improved position of the employee in the labour market. Within a

competitive framework, this increase in value means that the organisation

supplying the training will have to offer the trained employee salary and

wider incentives similar to those offered by rival organizations (Garcia

2005).

On the other hand, the existence of working positions that demand from

people occupying them costly qualifications and knowledge, transferable

between organizations, promotes free rider conduct oriented towards

reducing the organization’s participation in the financing of training.

There are options available to achieve this purpose and they need not be

incompatible,

“First, the firm supplies general training, but its financing is assumed

totally or in part by the worker through reduced salaries during the

training period. Second, the firm develops training policies which give

priority to external recruitment over internal promotion and make the

possession of certain transferable as well as costly professional

competences become a prerequisite necessary to obtain the job and turn

general training into an exclusively individual responsibility of the

worker that aims at professional promotion within the firm” (Garcia

2005:1693).

This view however, is applicable to the Public Service in which training

whether specific or general is provided by the employer. This theory was

useful in finding out how far the staff was involved in decision making
after training, whether they thought the training had any immediate

effects on their jobs and whether there were scenarios where they had not

put in practice what they had acquired from the training.

The theory also suggests that human capital accumulation can lead to

employee-led innovation but ignores the fact that returns to education and

training is highly uncertain. The Human Capital Theory considers that

more specific training is characterized by provision of competences that

can hardly be transferred from one organisation to another. This non-

transferable nature also has consequences that affect organizational

behaviour. Since more specific training only benefits the organisation

providing it, there is no reason for rival organizations to make pay offers

to employees (the individual employee’s status in the job market will not

increase in value) and on the other hand, “as workers do not receive any

significant pay rises related to their higher productivity after specific

training period, there will be no incentives for them to finance their own

specific training. On the contrary, the firm will indeed have reasons to

assume those training-related costs, since it will receive nearly all the

benefits derived from the improved productivity generated by the new

specific professional skills”(Garcia 2005:1693-1694).

By focusing on a rational investment in training that is firmly rooted in

Neo-classical economics thinking, the theory looks at the demand for

training (by employees) and the supply of the training (by the employer).
Here, we can clearly recognize some tensions. On the part of the

employees, they may be interested in general training that can help them

in the long run and thus would consider possibly resourcing training for

long term development while the employer may be interested in

providing a short term training to enable employees to perform specific

tasks. These competing interests between the employees and employers

call for negotiation in order to achieve a win: win consensus. It may result

in a dysfunctional outcome in the event that the objectives of the

employees and the employer are in tension. This cannot easily be solved

as each party may have different interests, for instance the employees

may have different aspirations, may want certain training routes

envisaging career change or progression and may have time horizons

within which to complete the training while the employer may not be

willing to provide training that will lead the employee to move away to

other competitors. In the end, the training provided may be from the

vantage position of the employer if they meet the total costs.

This can be a real challenge because it may result in a situation where

staff is dysfunctional even after training has been provided. Some

scholars have observed that dysfunctional training occurs because;

“the type of training content, the match of training content with

organizational level outcome, the type of training methods and design and

learning principles, the type of employees trained and the implications for
the transfer of training are not congruent with organizational objectives”

(Tharenou, 2007:270).

Others have pointed out that dysfunctional training may be, “due to the

fact that the manifestation of training learning outcomes in subsequent

job behaviours and organizational indicators may be a function of

Favorability of post training environment for the performance of learned

skills.

Environmental favorability is the extent to which the transfer or work

environment is supportive of new skills and behaviours learned or

acquired in training. Trained and learned skills will not be demonstrated

as job-related behaviours if incumbents do not have the opportunity to

perform them” (Edens and Suzanne 2003:242).

Human Capital Theory claims that rational investment in education leads

to improved productivity, it does allow for non rational decisions. But to

account for apparent non-rationality, it is useful to add on the basic

arguments and principles of the Human Resources Based View to the

Human Capital Theory.

 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

In this chapter, we described the research procedure for this study. A

research methodology is a research process adopted or employed to

systematically and scientifically present the results of a study to the

research audience viz. a vis, the study beneficiaries.

3.1 Research Design

Research designs are perceived to be an overall strategy adopted by the

researcher whereby different components of the study are integrated in a

logical manner to effectively address a research problem. In this study,

the researcher employed the survey research design. This is due to the

nature of the study whereby the opinion and views of people are sampled.

According to Singleton & Straits, (2009), Survey research can use

quantitative research strategies (e.g., using questionnaires with

numerically rated items), qualitative research strategies (e.g., using open-

ended questions), or both strategies (i.e. mixed methods). As it is often

used to describe and explore human behaviour, surveys are therefore

frequently used in social and psychological research.

3.2 Population of the Study

According to Udoyen (2019), a study population is a group of elements or

individuals, as the case may be, who share similar characteristics. These
similar features can include location, gender, age, sex or specific interest.

The emphasis on study population is that it constitutes individuals or

elements that are homogeneous in description.

This study was carried out to examine the teachers’ training and work

performance in selected secondary schools in Yaba, LGA, Lagos State.

Hence, the population of this study comprises of students of some

selected secondary schools in Yaba, LGA, Lagos State.

3.3 Sample Size Determination

A study sample is simply a systematic selected part of a population that

infers its result on the population. In essence, it is that part of a whole that

represents the whole and its members share characteristics in like

similitude (Udoyen, 2019). In this study, the researcher adopted the

convenient sampling method to determine the sample size.

3.4 Sample Size Selection Technique And Procedure

According to Nwana (2005), sampling techniques are procedures adopted

to systematically select the chosen sample in a specified away under

controls. This research work adopted the convenience sampling technique

in selecting the respondents from the total population.

In this study, the researcher adopted the convenient sampling method to

determine the sample size. Out of the entire students of some selected

secondary schools in Yaba, LGA, Lagos State, the researcher

conveniently selected 254 respondents as sample size for this study.

According to Torty (2021), a sample of convenience is the terminology

used to describe a sample in which elements have been selected from the

target population on the basis of their accessibility or convenience to the

researcher.

3.5 Research Instrument and Administration

The research instrument used in this study is the questionnaire. A survey

containing series of questions were administered to the enrolled

participants. The questionnaire was divided into two sections, the first

section enquired about the responses demographic or personal data while

the second sections were in line with the study objectives, aimed at

providing answers to the research questions. Participants were required to

respond by placing a tick at the appropriate column. The questionnaire

was personally administered by the researcher.

3.6 Method of Data Collection

Two methods of data collection which are primary source and secondary

source were used to collect data. The primary sources was the use of

questionnaires, while the secondary sources include textbooks, internet,

journals, published and unpublished articles and government

publications.

3.7 Method of Data Analysis

The responses were analyzed using frequency tables, while the hypothesis

will be tested using chi-square statistical tool, SPSS v23.

3.8 Validity of the Study

Validity referred here is the degree or extent to which an instrument

actually measures what is intended to measure. An instrument is valid to

the extent that is tailored to achieve the research objectives. The

researcher constructed the questionnaire for the study and submitted to

the project supervisor who used his intellectual knowledge to critically,

analytically and logically examine the instruments relevance of the

contents and statements and then made the instrument valid for the study.

3.9 Reliability of the Study

The reliability of the research instrument was determined. The Pearson

Correlation Coefficient was used to determine the reliability of the

instrument. A co-efficient value of 0.68 indicated that the research

instrument was relatively reliable. According to (Taber, 2017) the range

of a reasonable reliability is between 0.67 and 0.87.

3.10 Ethical Consideration

The study was approved by the Project Committee of the Department.

Informed consent was obtained from all study participants before they

were enrolled in the study. Permission was sought from the relevant

authorities to carry out the study. Date to visit the place of study for

questionnaire distribution was put in place in advance.

 CHAPTER FOUR

DATA PRESENTATION AND INTERPRETATION

4.1 Introduction

This chapter is concerned with the presentation analysis, interpretation

and discussion of findings from the trends of the three hypotheses

directing the study.

The data are shown in the table below:

Table 4.2.2 Distribution of Respondent by Gender

Sex No of Respondent Percentage (%)

Male 80 67
Female 20 33
Total 120 100
Source: field survey 2022

From the data, it was observed that 20(17%) of the respondents fall

within the age bracket of 18-29; 35(29%) of the respondents fall within

the age bracket of 30-39; 40(33%) of the respondents fall within the age

bracket of 40-49; while 25(21%) of the respondents fall within the age

bracket of 50 and above. The data are shown in the table below:

Table 4.2.3 Distribution of Respondents by Age

Age No of respondents Percentage (%)

18-29 20 17
30-39 35 29
40-49 40 33
50& 25 21
abov
 e
Total 120 100

Source: field survey 2022

From the data, it was observed that 35(29%) respondents are single;

80(67%) respondents are married while 5(4%) respondents are divorce.

This shows that majority of the respondents are married. The data are

shown in the table below:

Table 4.2.4 Distribution of Respondents by Marital Status

Marital status No of respondent Percentage (%)

Single 35 29

Married 80 67

Divorced 5 4

Total 120 100

Source: field survey 2022.

From the data, it was observed that 14(12%) respondent have west Africa

Examination council certificate (WAEC/GCE);22(18%) respondent with

(OND/NCE) National Diploma/ Nigeria College of Education Certificate;

58(48%) respondent with Bachelor of science / Higher national diploma

(B.sc/HND); While 26(22%) respondent have other qualification

(Masters, Ph.D) as their highest qualification. This table therefore shows

that most of the respondents are B.SC/HND Holders. From the data
35(29%) respondents are single; 80(67%) respondents are married while

5(4%) respondents are divorced. This shows that majority of the

respondents are married. The data are shown in the table below:

Table 4.2.5 Distribution of Respondents by Academic Qualification

Academic No of respondent Percentage
qualification (%)
WAEC/GCE 14 12
OND/NCE 22 18
HND/BSC 58 48
Other Qualification 26 22
Total 120 100

Source: field survey 2022.

From the data, it was observed that 18(15%) of the respondent falls

within 0-2 yrs of experience; 24(20%) of the respondent falls within 3-5

yrs of experience; 32(27%) of the respondent falls within 6-10 yrs of

experience; while 46(38%) of the respondent falls within 11 yrs and

above. The data are presented in the table below:

Table 4.2.6 Distribution of Respondents by Years of Experience

Years No of Percentage (%)

respondent
0-2 18 15
3-5 24 20
6-10 32 27
11 & above 46 38
Total 120 100
Source: field survey 2022.

The respondents were asked their views on the impact of in-Service

training on productivity, 70 (46%) respondents were of the opinion that

the productivity of teachers has improved as a result of training. 25(27%)

respondents were of the opinion that productivity of the teachers have not

improve as a result of training, 25 (27%) respondents has no response

with regard to the question. The data are presented in the table below:

Table 4.2.7 Respondents views on the impact of training on

productivity.

Options No of Respondent Percentage (%)

Yes 70 46
No 25 27
No response 25 27
Total 120 100
Source: Field Survey 2022

On the issues of whether in-service training has increased their morale,

60(50%) of the respondents were of the opinion that workers’ morale had

increased as result of in-service training in the secondary schools within

Lagos state; 32 (27%) of the respondents were of the opinion that

workers’ morale have not increased as result of in-service training in the

selected secondary schools in Keffi. While, 28 (23%) has no response to

the question. The data are shown in the table below:

Table 4.2.8 Respondents distribution on training morale

Options No of respondent Percentage (%)

Yes 60 50
No 32 27
No response 28 23
Total 120 100
Source: field survey 2022

On the issues of whether training has improved worker’s commitment

58(48.3%) respondents were of the opinion that training has helped to

improved workers’ commitment in their various secondary schools;

45(37.5%) respondent were of the opinion that in-service training have

not improved workers’ commitment in their various school within Keffi;

while 17(14.2%) of the respondents has no response with regard to the

question. The data are shown in the table below:

Table 4.2.9 Respondents distribution on workers’ commitment

Options No of Percentage (%)

respondent
Yes 58 48.3
No 45 37.5
No response 17 14.2
Total 120 100
Source: field survey 2022.

On the issues of whether schools offer any effective in-service Training

Programme, the whole 120(100%) respondents agreed to the existence of

in-service training programme. The data are presented in the table below:

Table 4.2.10 Respondents distribution on effective in-service

Training Programme

Options No of Percentage (%)

respondent
Yes 120 100
No _ _
Total 120 100
Source: field survey 2022.
On the issue of whether in-service training has improved skill and

knowledge, 110(92%) respondents believes that Training has improve

productivity of teacher in their various secondary schools within Lagos

state; while 10(8%) respondents are of the view that training has not

improved skill and knowledge of manpower in their schools. The data are

presented in the table below:

Table 4.2.11 Respondents distribution on whether Training has

improve productivity of teachers in the various schools within Lagos

state.

Options No of respondent Percentage (%)

Yes 110 92
No 10 8
Total 120 100
Source: field survey 2022.

On the issues of whether Training has improved productivity and better

performance of secondary school Students, 100(83%) respondents agrees

with the fact that training improves academic Performance of secondary

school students; while 20(17%) respondents thinks that training do not

improve better academic performance of secondary school students. The

data are shown in the table below:

Table 4.2.12 Respondents distribution on Better Academic

Performance of secondary school Student’s as a result training

Options No of respondent Percentage (%)

 Yes 100 83
No 20 17
Total 120 100

Source: field survey 2022

On the Benefit of Training Programme, 40(33%) said it promoted high

productivity and boosted staff morale; 25(21%) respondents said that

high productivity reduced staff turnover; 25(21%) respondents said it

enhance career development; while 30(25%) respondents as no response.

The data are presented in the table below:

Table 4.2.13 Respondents Distribution on the Benefit of Training

programme
Options No of respondent Percentage
(%)
High productivity increases staff 40 33
morale
Enhance career development 25 21
High productivity reduce staff turn 25 21
over
No response 30 25
Total 120 100
Source: field survey 2022.

From the data, it was observed that, the following recommendations were

made by the respondents 28(23%) respondent suggested that emphasis

should be placed on training if the schools wants an improvement on

training; 20(17%) respondent suggested that the schools should establish

a training center within the organization; 42(35%) respondent agreed on

the implementation of sound training policy; and 30(25%) respondent

said teachers should be privileged to study leave. The data are presented

in the table below:

Table 4.2.14 Respondents views on improving Training

Options No of Percentage
respondent (%)
Emphasis should be placed on-the-job 28 23
training
Establishment of training school within 20 17
the organization
Adapt sound training policy 42 35
Sending teachers on study leave 30 25
Total 120 100
Source: field survey 2022.

4.3 Test of Hypothesis

The hypothesis which were stated earlier in chapter one would be stated

in this chapter for acceptance or rejection.

Hypothesis can either be null hypothesis (Ho), that which is tested or the

alternative hypothesis (Hi), that which is available to be accepted when

the null hypothesis has to be rejected. If we cannot reject the null

hypothesis, we do not conclude that the null hypothesis is true but merely

that it may be true.

Hypothesis

Ho: The types of training programmes available for teachers will not

affect their productivity in secondary schools

Hi: The types of training programmes available for teachers will affect

their productivity in secondary schools

In listing the above hypothesis, we used tables 11 and 12 in the question.

Table 4.16: contingency table of observed frequency of responses’

Variable Yes No Total

Table 11 110 10 120

Table 12 100 20 120

Total 210 30 240

The calculation of expected frequency (fe) for the four departments are
presented using the formula: Fe = RT CT as follows:
GT
For fo = 110, fe = (210 x 120)/240 = 105
For fo = 10, fe = (210 x 120)/240 = 105
For fo = 100, fe = (30 x 120)/240 = 15
For fo = 20, fe = (30 x 120)/240 = 15

Table 4.16 below present computation of the x2 statistics

Table 4.117: Calculation of value of x2

fo fe Fo - fe (fo-fe)2 (fo-fe)2/fe
110 105 -5 25 0.2

10 15 5 25 1.7

100 105 -5 25 0.2

20 15 5 25 1.7

3.8
Total

The degree of freedom (df), defined as (NR – 1) (NC – 1)

Where:NR = number of rows = 2

C = number of columns = 4
:. Df = (2 – 1) (2 – 1) = 1 x 1 = 1

Now

2 2
Thus, X = 3.8 X t = 1.09

X 2c = 1.09 < X 2t = 3.8

From the above, we observe that chi-square calculated is less than

tabulated therefore we accept null hypothesis (H O) and reject alternative

hypothesis (HI).

Therefore, the calculated X2 = 3.8

Degree of freedom = (n-1) (k-1)

= (2-1) (2-1)
=1
Decision

From the chi-square for 1 degree of freedom at 5% level of significance,

the tabulated X2 value is 1.09. This shows that the computed value of 3.8

is greater than the tabulated value of 1.09 i.e 3.8 > 1.09.

Based on the above analysis, the researcher rejects null hypothesis (HO)

and accept the alternative hypothesis (HI). The result of this study

indicates that the types of training programmes available for teachers will

affect their productivity in secondary schools.

 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

The main thrust of the study was to investigate the teachers’ training and

work performance in selected secondary schools.

To achieve the objectives of the study the following hypothesis were

formulated to guide the study.

1. The types of training programmes available for teachers will not affect

their productivity in secondary schools.

2. There is no significant difference between the productivity of male and

female teachers in Lagos State.

3. There is no significant relationship between the training of teachers and

teachers’ productivity levels.

To facilitate discussion of finding literature related to the variable and

hypothesis under study were reviewed. The descriptive survey design was

adopted for the study.

This design was considered appropriate because it allows the researcher

to make reference of the population by selecting and studying the sample

chosen for the study.

Two hundred (254) students were randomly selected for the study. This

selection was done through the simple random sampling technique. The

main instrument used for data collection was the questionnaire designed
by the researcher with the help of the supervision. Chi-square statistical

analysis was employed to test the hypothesis for the study. All

hypotheses were subjected to testing of 0.05 level of significance. The

result of the analysis reveals that training programme is significantly

related to teacher’s productivity in secondary schools.

5.2 Conclusion

Based on the result of this study it was concluded that:

i. training programme enhances teachers’ productivity in Secondary

schools in Lagos state.

ii. training programme contributes immensely to improved better

academic performance of secondary schools education.

5.3 Recommendations

Based on the conclusion above, the following recommendation is given

Government should ensure the implementation of adequate and well

planned in service training programme for teachers at all levels of the

educational system in Nigeria. Others recommendation are;

1. There should be free flow of information to enable all the staff aware

of the training and development programme available both internally and

externally.

2. Each section should draw up a roster of training programme for each

year so that every staff would at least be sent training in a year. This will

erode the situation whereby only some chosen few are sent on course.
3. Staff qualified for training should be encouraged by providing study

leave with pay, and where scholarship is given a proper contract should

be undertaken whereby employee would serve for a certain number of

years after his/her course. Emphasis should be placed on – the – job

training where employees already in the field impact knowledge on the

newly employed staff.

4. Finally, periodic seminars and workshop which are not too expensive

should be organized for all staff to acquaint them with current changes in

management techniques and current development programme.

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 APPENDIXE

QUESTIONNAIRE

You are therefore required to fill it with accurate information as your

responses will be kept for research purpose only.

SECTION A

PERSONAL DATA

1. Name of school……………………………………

2. Sex: Male ( ), Female ( )

3. Class: Level …………………….

SECTION B

S/N ITEMS SA A SD D

1. training of teachers contributes to improve

performance of teachers in the classroom.

2. In service training of teachers enhances

teachers effectiveness.

3. Teachers productivity is significantly related

to in service training.

4. training of teachers does not contribute to

teacher productivity.

5. Teachers do not gained additional skills and

knowledge from training.

6. Poor teachers attitude contribute to falling

 standard of education.

7. Teachers attitudes could be greatly changed

through training programmes.

8. training of teachers could enable teachers to

contribute positively to the imprisonment of

the falling standard of education.

9. training of teachers help to prepare them for

challenging and higher responsibilities and

hereby ensure improved educational

standard.

10. training of teachers help teachers to

inculcate fresh interest in the job and

promote improved educational standard.

11. training of teachers does not ensure high

academic performance of students in

secondary school.

12. Teachers productivity does not enhances

academic achievement of students in

secondary school.

13. training of teachers enable teachers to

perform their jobs more efficiently and

encouraged high academic performance of

 students.

14. training enhances a genuine mastering of the

teaching profession leading to improved

academic performance of student.

15. Because of knowledge Obsolesce teachers

needs to update their knowledge and skills

though training.

16. Lack of in service training programme

contribute to the fallen standard of

education.

17. Teachers training has no effect on students

academic achievement.

18. Teachers without in service training

programmes are more effective in the

classroom.

19. Educational qualification of teachers does

not enhances students academic

performance.

20. Teachers can gained additional teaching

experience through in service training

programme.