By Gyot, BD; Leonard, DP; Sunday, T
(2023).
Greener Journal of Educational Research Vol. 13(1), pp. 1-5, 2023 ISSN: 2276-7789 Copyright ©2023, the copyright of this article is retained by the
author(s) |
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Impact of In-Service
Training Programmes on Job Performance of Academic
Staff of Colleges of Education in the 21st Century.
Gyot, Bitrus Dambo
(Ph.D), Leonard D. Padung
and Sunday Tongyolla
Federal College of Education Pankshin.
ARTICLE INFO |
ABSTRACT |
Article No.: 011223002 Type: Research |
The paper evaluated the impact of
Ins-Service Training Programmes on Job Performance of Academic Staff of
Colleges of Education in the 21st Century. This is against the outcry of
members of the public on the quality of graduates from primary – tertiary levels.
A survey approached was employed for the study, one
Hypothesis was proposed and tested. The findings reveal that In-Service
Training Programmes significantly improves staff job performance in many
areas of their duties such learning news strategies for teaching managing
large class size, improving their knowledge base in the subjects among
others. It was therefore suggested among others that employers and their
management need to provide within the framework of agreed policies, a wide
range of development opportunities for all categories of staff. |
Received: 12/01/2023 Accepted: 17/01/2023 Published: 30/01/2023 |
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*Corresponding
Author Gyot, Bitrus
Dambo E-mail: gyotbitrus@ yahoo.com |
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Keywords: |
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INTRODUCTION
Staff development programmes refer to opportunities provided for staff to
increase their knowledge, skills, experiences and understanding thereby
improving their job performances. These opportunities, according to the
National Commission for Colleges of Education (NCCE, 2008) include educational programmes
such as Bachelor in Education (B. Ed), Post Graduate Diploma in Education
(PGDE), Master of Education (M. Ed), Doctor of Philosophy (Ph. D), others include short training courses such as Conferences,
Seminars And Workshops. Unfortunately, the practice seems to be lopsided and epileptic
hence has not produced the desired and required results on the side of the
lecturers.
The resultant effect
is that their performance is still less satisfactory than the expected
standards and consequently the rising concern over poor coverage of students’
course content, delayed examination results and missing scripts or poor
administration of examinations, leading
to deteriorating academic performances and reduced levels of research and
publications. Very worrisome is the fact that the public and employers are not
comfortable with the quality of our graduates from the primary; junior to
senior secondary schools up to tertiary levels hence the need for this write
up. This situation prompted the writers to find out whether lecturers are given
needed training and development to carry out this task of disseminating
knowledge as can be seen.
Also, over the years
government through her agencies have continued to blow propaganda before the
public about the spending on Education for which is far from UNESCO standard.
In recent years, Tertiary Education Trust Fund (TETFund)
has expended a lot of money on staff development in tertiary institutions in
Nigeria. In 2014 alone, according to the TETFund, a
whooping sum of 19 Billion naira was expended on staff development (People’s
Daily (Sick) 2014). Yet public outcry is still loud, for instance, Akinyele (2000) lamented that academic staff in Colleges
rarely adequately prepare students as finished products for their future
position as teachers and their accompanying responsibilities.
Teachers are often
blamed for the fallen standard of education, yet not many people want to find
out some of the remote causes of these poor performance of teachers, thus each
academic staff member is required to prove his/her credibility based on
strengths and magnitude of his/her research activities, teaching and
consultancy services among others. The major challenge in the view of the
writers is how to combine knowledge obtained from formal programmes
(Certificate) and practical field work.Their argument
is to the effect that through in-service training programmes
the lecturers will come to proof his/her worth better. Accordingly, the
pertinent questions to guide the paper are; what is In-Service training? Why does
academic staff require this training? How can organizations sustain the
In-service training needs of their staff?
Clarification
of issues
In-Service training programmes are programmes that
enable lecturers to acquire further education or higher degrees such as masters
and doctorates in their chosen fields. The programmes
are obtainable from Universities within and outside Nigeria. Further training
is recognized as an approach for achieving increased efficiency and performance
of lecturers (FME, 2014, TETFund, 2014). According to
Yakubu (2010), formal Universities provide the
atmosphere for structured learning which make assimilation process easier. He
further states that training in formal schools has some advantages and they
include; the performance level of the study can be readily assessed through
testing, ideas and concept can be standardized, it afford students from various
background and experience a forum for interaction and resources are put
together in one place for maximum utilization Nassazi
(2013) state that the contents, duration and all the details about the training
should be clear to both the organization and the individuals to be trained.
Employees may undertake these courses and programmes
while completely off work or alternatively are present for work on part-time
basis.
Colleges of Education
may have realized the benefits of lecturers participating in higher degree programmes and hence could have been supporting or
sponsoring them through various methods as stated earlier.
The sponsorship is
seen as an investment of some sort that brings forth dividends. It is believed
that when such sponsored lecturers complete their courses their job performance
would improve and they will be able to take up new responsibilities and occupy
more demanding positions. Many lecturers are said to be enthusiastic about
participating in higher education qualification programmes
because a higher degrees is also a basis for promotion to a higher level.
In addition to the
Colleges of education sponsorship of its academic staff, the Tertiary Education
Trust Fund (TETFUND) formally Education Trust Fund introduced the academic
staff training and development programmes in 2005.Yakubu
(2010) insist that funds are provided to tertiary educational institutions for
higher education of lecturers especially at masters and doctoral levels within
and outside the country, in addition to these other forms of In-Service
re-training.
Many lecturers have
benefitted from these sponsorships. Between 2010 and 2014, a total of about
10,363 lecturers across tertiary institutionsare said
to have benefitted including more than about 385 of them who studied abroad. In
particular, Bwakan (2014) reported that: Colleges of
education have been beneficiaries with many lecturers currently being sponsored
in Nigeria and foreign Universities respectively. The whole idea is for these
lecturers to develop themselves from the level they were at graduation.
In a study carried
out by the writers in the above subject matter in North-Central geographical
zone of Nigeria: see details below Pg 23 of 36 the
writers came to conclusion that In-Service training and re-training has a
positive impact on the job performance on academic staff of Colleges of
Education in North-Central geographical zone of Nigeria. This also is there
position in this paper.
Impact of In-service
Training Programmes on Job Performance of Academic
Staff of Colleges of Education in the 21st Century Questionnaire
(ITPJPACE)
METHODOLOGY:
This is a survey
research. The research design for this study is a descriptive survey design,
particularly the cross-sectional survey design. This design involves gathering
of data about a target population from a sample and generalizing the findings
obtained from the analysis of the sample to the entire population. The design
is used to describe the attitude, beliefs, opinions, behaviours
or characteristics of a population based on data collected from a sample or
population, (Kenneth and Abbort, 2002).The design
allows for making inferences and generalizations from a representative sample
of the population. The survey approach is therefore considered appropriate for
this study to analyze the opinions of respondents in relation to the Impact of
In-service Training on Staff Development Programmes
(independent variable) on the job performance (dependent variable) of lecturers
in the Colleges of Education of Nigeria.
Table 1: Responses on
the Impact of Higher Education Training on Job Performance of Academic Staff of
Colleges of Education in North- Central Geographical Zone of Nigeria
s/no |
Statement
|
Categories |
D |
% |
Un |
% |
A |
% |
Mean |
sd |
1. |
Through
higher education training, academic staff learn new methods of teaching |
Academic
staff Management Union
Official |
28 |
7.1 |
7 |
1.8 |
360 |
91.1 |
4.20 |
0.788 |
1 |
0.8 |
5 |
4.4 |
108 |
94.8 |
4.67 |
0.605 |
|||
1 |
5.3 |
0 |
0.0 |
18 |
94.7 |
4.32 |
0.749 |
|||
2. |
Through
higher education training, academic staff improves their knowledge about the subjects |
Academic
staff Management Union
Official |
6 |
1.5 |
4 |
1.0 |
385 |
97.5 |
4.59 |
0.607 |
1 |
0.88 |
1 |
0.88 |
112 |
98.24 |
4.68 |
0.587 |
|||
1 |
5.26 |
0 |
0.0 |
18 |
94.73 |
4.53 |
0.772 |
|||
3. |
Higher
education training, boost the morale of academic staff this improve their
performance |
Academic
staff Management Union
Official |
26 |
6.50 |
11 |
2.97 |
358 |
90.53 |
4.13 |
0.754 |
1 |
0.88 |
5 |
4.39 |
108 |
94.73 |
4.54 |
0.626 |
|||
0 |
0.0 |
0 |
0.0 |
19 |
100 |
4.58 |
0.507 |
|||
4. |
Through
higher education training, academic staff learn how to evaluate lessons, |
Academic
staff Management Union
Official |
28 |
1.08 |
12 |
3.04 |
355 |
89.87 |
4.14 |
0.779 |
20 |
17.54 |
3 |
2.63 |
91 |
79.82 |
4.24 |
1.139 |
|||
2 |
10.53 |
0 |
0,0 |
17 |
89.47 |
4.26 |
0.933 |
|||
5. |
Through
higher education training, academic staff learn questioning techniques |
Academic
staff Management Union
Official |
35 |
8.86 |
7 |
1,77 |
353 |
89.37 |
3.93 |
0.926 |
0 |
0.0 |
1 |
0.88 |
113 |
99.12 |
4.75 |
0.452 |
|||
1 |
5.26 |
0 |
0.0 |
18 |
94.74 |
4.37 |
0.761 |
|||
6. |
Through
Higher education training, academic staff learn how to carry out formative
evaluation |
Academic
staff Management
Union
Official |
34 |
8.61 |
10 |
2.53 |
351 |
88.86 |
4.10 |
1.005 |
1 |
0.88 |
2 |
1.75 |
111 |
97.37 |
4.40 |
0.620 |
|||
1 |
5.26 |
1 |
5.26 |
17 |
89.48 |
4.21 |
0.918 |
|||
7. |
Through
Higher education training, academic staff learn how to carry out formative
evaluation |
Academic
staff Management
Union
Official |
3 |
0.76 |
4 |
1.01 |
388 |
98.22 |
4.56 |
0.559 |
0 |
0.0 |
1 |
0.88 |
113 |
99.12 |
4.68 |
0.485 |
|||
0 |
0.0 |
0 |
0.0 |
19 |
100 |
4.84 |
0.375 |
|||
8. |
Through
higher education training academic staff learn how to effectively communicate
|
Academic
staff Management
Union
Official |
5 |
1.27 |
10 |
2.53 |
380 |
96.20 |
4.45 |
0.608 |
0 |
0.0 |
2 |
1.75 |
112 |
98.24 |
4.59 |
0.529 |
|||
0 |
0.0 |
0 |
0.0 |
19 |
100 |
4.53 |
0.513 |
Items 1-8 in the
questionnaire were used to examine the responses of the respondents on impact of higher education training programmes on the job performance of academic staff of
colleges of education in North-central Geographical Zone, Nigeria and the
result obtained are presented in table 1. Item 1 which states that through
higher education training, academic staff learn new methods of teaching and
this enables them to perform better in the class, has the following response 28
academic staff representing 7.1 % disagreed with the statement, 7 academic
staff representing 1.8 % were undecided while 360 academic staff representing
91.1 % agreed with the statement, with the mean score of 4.20 and standard
deviation of 0.788 similarly 1 management staff representing 0.8 % disagreed
with that statement, 5 management staff representing 4.4 % were undecided and
108 management staff representing 94.8 % agreed with the statement with the
mean score of 4.67 and standard deviation of 0.605. More so, 1 union official
representing 5.3 % disagreed with the statement, 18 union officials
representing 94.7 % agreed with the statement with the mean score of 4.32 with
the standard deviation of 0.749 respectively. This result reveals an acceptance
of statement.
Item
eight (8), which through higher education training, academic staff learn how to
effectively communicate has the following response. 5 academic staff
representing 1.27 % disagreed with the statement, 10 academic staff
representing 2.53 % were undecided, 380 academic staff
representing 96.20 % agreed with the statement. with the mean score of 4.45 with
the standard deviation of 0.608 2 management staff representing 1.75 % were
undecided and 112 management staff representing 98.25 % agreed with the
statement with the mean score of 4.59 with the standard deviation of 0.529
while 19 union officials representing 100 % agreed with the statement with the
mean score of 4.53 with the standard deviation of 0.513 this result reveals an
acceptance of statement.
Hypotheses Testing
This section presents
the result of the hypotheses testing. One hypothesis was formulated and tested
as follows:
i.
There
is no significant difference in the opinions of respondents on the impact of
in-service training programmes on the job performance
of academic staff of Colleges of Education in the North-Central Geographical
Zone of Nigeria.
Table 2:
Hypotheses Testing
S/n |
H0
Statement |
Statistical
Tool Used |
Result |
Level
of Sig. |
Comment |
1. |
There
is no significant difference in the opinions of respondents on the impact of
In-service training programmes on the job
performance of academic staff of colleges of education in North-central
geographical zone of Nigeria. |
Analysis
of Variance (ANOVA) |
F-ratio
is 4.431, while the p value is .0.025 |
0.05 |
Ho1
was rejected. This means that significant difference existed in the opinions
of respondents. |
|
|
|
|
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DISCUSSION OF THE
FINDINGS
The main issue
discussed in this paper centered on the impact of higher education training programmes on the job performance of academic staff of
Colleges of Education in the North-central geographical zone of Nigeria. It is
one thing for academic staff to undertake higher education training and also
another to improve upon their performances. In view of this, the finding
implied that higher education training had a positive impact on the job
performance of academic staff of colleges of Education in North-central
geographical zone of Nigeria. The opinions of the respondents affirmed that
through higher education training academic staff learnt how to plan their
lessons well, this view was also accepted by most respondents as significant
majority of the respondents also believed that through higher education
training programmes, academic staff learns how to
control their classes and this improves their performance in the class, it is
through higher education training, academic staff master their subjects.Through higher education training, academic staff
learns how to evaluate lessons, through higher education training academic
staff learns questioning techniques which helped to improve their performance;
this finding is in line with Alabi (2012) who
specifically explained that teachers need development programmes
in order to improve their instructional methodology. Suleiman (2014) also corroborated with these findings where the
researcher cited that the influence of staff development on students’
achievement is through its direct effect on teachers’ knowledge and practices
as this improves lecturers’ professional knowledge and classroom practices.
Summary of Major
Finding
The study revealed
that:
1.
In-service training programmes
significantly improved academic staff job performance in many areas of their
duties, such as learning new strategies of teaching large classes, improving
their knowledge base in the subjects among others.
Benefits
of In-Service Training Programmes
i.
In-Service
training programmes significantly improve academic
staff job performance in many areas of their duties, such as leaving new strategies
of teaching particularly handling large classes, improving their knowledge base
in the subjects among others.
ii.
It
is one thing for academic staff to
undertake higher education training and also another to practicalize
these knowledge through In-Service retraining, academic staff come to master
how to advance the lessons questioning techniques etc
do this also falls in line with Alabi (2012) who specifically examined that teachers need
development programmes in order to improve their
instructional methodology.
iii.
In
the event of epidemic, like during the COVID ’19 era, institutions had to
resolve to online teaching, because they did not want to expose their students
and lecturers through direct contact on the one hand and not willing to missed
their valuable time that would be wasted while the crisis last, the implication
being that the staff needed to be given basic In-Service training on handling
the computers.
Based on the findings of the study,
the following conclusion was reached:
1.
In-service
training had a positive impact on the job performance on academic staff of
Colleges of Education in North-central geographical zone, Nigeria, that through
in-service training academic staff learn many teaching skills.
Recommendations
1. In order to
adequately meet the aims of staff development, employees and their management
need to provide within the framework of agreed policies, a wide range of
development opportunities for all categories of staff.
2. Such opportunities
should include well-organized In-Service education and training in a climate in
which the staff are being adequately supported in professional and resources
terms.
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Cite this Article: Gyot, BD; Leonard, DP;
Sunday, T (2023). Impact of In-Service Training Programmes
on Job Performance of Academic Staff of Colleges of Education in the 21st
Century. Greener Journal of Educational
Research, 13(1):1-5. |