IMPACT OF STAFF DEVELOPMENT PROGRAMMES ON

THE PERFORMANCE OF TEACHERS IN SECONDARY

SCHOOLS IN YOLA METROPOLIS, ADAMAWA STATE

BY

Sadiqa MUSA
P13EDFC8077

EDUCATIONAL ADMINISTRATION AND PLANNING SECTION,

DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND CURRICULUM,
FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA –
NIGERIA

APRIL 2016

i
IMPACT OF STAFF DEVELOPMENT PROGRAMMES ON
THE PERFORMANCE OF TEACHERS IN SECONDARY
SCHOOLS IN YOLA METROPOLIS, ADAMAWA STATE

BY

Sadiqa MUSA
P13EDFC8077

A DISSERTATION SUBMITED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU

BELLO UNIVERSITY, ZARIA, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR
THE AWARD OF MASTERS DEGREE IN EDUCATION

EDUCATIONAL ADMINISTRATION AND PLANNING SECTION,

DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND CURRICULUM,
FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA –
NIGERIA

APRIL , 2016

ii
 DEDICATION
With gratitude to Almightily Allah for being so kind and merciful, I dedicated

this thesis to my parents Alhaji Musa Mubi and Hajiya Salamatu Musa.

iii
 DECLARATION
I declare that this thesis work entitled IMPACT OF STAFF DEVELOPMENT

PROGRAMMES ON THE PERFORMANCE OF TEACHERS IN SECONDARY

SCHOOLS IN YOLA METROPOLIS, ADAMAWA STATE has been carried out by me

in the Department of Education Foundations “Admin and Planning”. The information

derived from the literature has duly acknowledged in the text list of references provided.

No part of this project was previously presented for another degree or diploma in any

university.

---------------------------- --------------
SADIQA MUSA Date

iv
 CERTIFICATION

This research work titled: IMPACT OF STAFF DEVELOPMENT

PROGRAMMES ON THE PERFORMANCE OF TEACHERS IN SECONDARY

SCHOOLS IN YOLA METROPOLIS, ADAMAWA STATE by Sadiqa Musa has met

the regulation governing the award of degree of masters in Educational Administration

and Planning of Ahmadu Bello University Zaria and is approved for its contribution to

knowledge and literary presentation.

------------------------------------------------ -----------
Dr. B.A Maina Date
Chairman, Supervisory Committee

------------------------------------------------- ------------
Dr. A.M Jumare Date

------------------------------------------------- -------------
Head of Department Date
Dr. B.A Maina

------------------------------------------------ ---------------
Dean School of Postgraduate Date
Prof. B. Kabir

v
 ACKNOWLEDGEMENTS

My highest level of gratitude goes to Almighty Allah, the most beneficent, most

merciful for sparing my life and giving me the courage and patience to carry out this

research work to the completion. I also wish to extent my sincere appreciation and

gratitude to my supervisors for their enormous contributions to the success of this work.

First and foremost, I thank Dr. Bashir Maina who through proper guidance l was

able to reach this particular stage. I lack words to express my appreciation of his kind

gesture in the course of doing this research. I pray the Almighty Allah will reward him

abundantly and continue to guide him in the future endeavour. It is indeed a privilege to

have you as my supervisor.

Similarly, my heart felt condolences to my minor supervisor late Dr. M.O. Dare‟s

family. Our collective hearts (class of 2013/2014) are heavy with sympathy. Without

reservation, I am indebted to Dr. A.M. Jumare my second supervisor, and to my lecturers

in Educational Administration and Planning from whom I have gained one thing or the

other, such as Dr. B.A Maina my H.O.D, Dr. A.A. Igunnu, Dr. Makoju, Dr. M.I Harbau,

Dr. A.M. Jumare. You have greatly contributed to my intellectual capacity. Other

categories are: Prof. Tijjani Abubakar Dean Faculty of Education, Dr. Dada, Prof. A.A.

Ladan and Dr. A. Dalhatu. Your contribution is a plus and a million to me.

I also want to express my thanks and appreciation to my father Alhaji Musa

Mubi, my mother Hajia Salamatu Musa, Yaya Dahiru, Adda Bilkisu, Hamma Kabiru,

Bashiru (Abba), Khadija, Aminu, Aisha, Walida and Zainab and also to my beloved

nephews and nieces Adda Iman, Islam, Abubakar, Mahmud, Innayi and Inna. You

remain a treasure to me.

vi
 I am also grateful to the following people for the concern and encouragement:

Nuruddeen Aliyu, Nura Musa Gwadabe, Dr. Nafisa Yusuf Wali and Family, Amatu

Iman, Aisha Aminu Raji, Saratu Yakubu, Rukaiya Sa‟ad, Mr and Mrs Ibrahim Barkindo,

Fatima Waziri and to all my course mates.

vii
 ABSTRACT

This study investigated the “Impact of Staff Development Programmes on the

Performance of Teachers in Secondary Schools in Yola Metropolis, Adamawa State”.
The study raised five objectives, these are: to determine the impact of in-service training
on the performance of teachers in secondary schools, examine the impact of conference
on the performance of teachers, assess the impact of workshop on the performance of
teachers, assess the impact of workshop on the performance of teachers, ascertain the
impact of seminar on the performance of teachers and find out the impact of mentoring
on the performance of teachers in secondary schools in Yola metropolis, Adamawa state.
Research questions and hypotheses were also formulated in line with the raised
objectives of the study. Many related literature were reviewed based on the raised
objectives. Descriptive survey design was employed for the study. The population of the
study was 1,458 teachers. Random sampling technique was used to derive sample from
each zonal office. Thus, the sample of the study was 285 teachers and 10 ministry of
education officials. Data was collected personally in 13 schools through the use of
constructed questionnaire. The collected data was presented by use of frequency and
percentages, and later analysed using Analysis of Variance (ANOVA) statistical
technique. Five hypotheses were tested, thus hypotheses 1,3, 4 and 5 were retained.
While, hypothesis 2 was rejected and Scheffe test was employed to ascertain the extent of
differences of opinions of the three categories of respondents. The finding of the study
revealed that teachers’ performance was positively impacted through regular in-service
training, workshops, seminars and mentoring. On the basis of findings and conclusions,
the study recommended that, there should be formal policy guidelines for training of
teachers, opportunity should be made for every teacher to attend in-service training
programme, educational conferences etc. an adequate funds should be provided by the
ministry of Education for staff development programmes. A unit in the ministry of
Education should be created for training purposes

viii
 TABLE OF CONTENT

Title page i

Dedication iii

Declaration iv

Certification v

Acknowledgements vi

Abstract viii

Operational definition of terms xiii

CHAPTER ONE: INTRODUCTION

1.1 Background to the Study 1

1.2 Statement of the Problem 9

1.3 Objectives of the Study 11

1.4 Research Questions 11

1.5 Hypotheses of the Study 12

1.7 Significance of the Study 13

1.8 Scope of the Study 14

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Introduction 15

2.2 Conceptual Framework 15

2.2.1 Meaning of Staff Development 15

2.2.2 Meaning of Performance 19

2.3 Impact of In-Service Training on the Performance of Staff in an

Organisation 21

2.4 Impact of Conference on the Performance of Staff in an Organization 25

2.5 Impact of Workshop on the Performance of Staff in an Organization 28

2.6 Impact of Seminar on the Performance of Staff in an Organisation 32

2.7 Impact of Mentoring on the Performance of Staff in an Organization 36

2.8 Empirical Studies 39

2.9 Summary 44

ix
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 46

3.2 Research Design 46

3.3 Population of the Study 46

3.4 Sample and Sampling Techniques 47

3.5 Instrumentation 48

3.5.1 Validity of the Instrument 49

3.5.2 Pilot Study 49

3.5.3 Reliability of the Instrument 50

3.6 Procedure for Data Collection 50

3.7 Methods of Data Analysis 50

CHAPTER FOUR: RESULTS AND DATA ANALYSIS

4.1 Introduction 51

4.2 Opinions of Respondents on the Impact of In-Service Training on the

Performance of Teachers in Secondary Schools in Yola Metropolis. 51

4.3 Opinions of Respondents on Impact of Conferences on the Performance of

Teachers in Secondary Schools in Yola Metropolis 56

4.4 Opinions of Respondents on the Impact of Workshop on the Performance

of Teachers in Secondary Schools in Yola Metropolis 59

4.5 Opinions of Respondents on the Impact of Seminars on the Performance

of Teachers in Secondary Schools in Yola Metropolis 63

4.6 Opinions of Respondents on the Impact of Mentoring on the Performance

of Teachers in Secondary Schools in Yola Metropolis 66

4.7 Hypothesis Testing 70

4.8 Summary of Hypotheses Testing 76

4.9 Summary of Major Findings 77

4.10 Discussion of Major Findings 79

x
 CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction 81

5.2 Summary 81

5.3 Conclusion 83

5.4 Recommendations 85

5.5 Suggestions for Further Studies 86

REFERENCES 87

APPENDIX 92

xi
 LIST OF TABLES
Table 1: Breakdown of the Entire Respondents of the 13 Senior Secondary
Schools in Yola Metropolis 48
Table 2: Opinions of Respondents on the Impact of In-service Training on the
Performance of Teachers in Secondary Schools in Yola Metropolis 53
Table 3: Opinions of Respondents on the Impact of Conferences on the
Performance of Teachers in Secondary Schools in Yola Metropolis 57
Table 4: Opinions of Respondents on the Impact of Workshop on the
Performance of Teachers in Secondary Schools in Yola Metropolis 60
Table 5: Opinions of Respondents on the Impact of Seminar on the
Performance of Teachers in Secondary Schools in Yola Metropolis 64
Table 6: Opinions of Respondents on the Impact of Mentoring on the
Performance of Teachers in Secondary Schools in Yola Metropolis 68
Table 7: Summary of Analysis of Variance (ANOVA) on the Opinions of
Respondents on the Impact of In-Service Training on the
Performance of Teachers in Secondary Schools in Yola
Metropolis, Adamawa State 72
Table 8: Summary of Analysis of Variance (ANOVA) on the Opinions of
Respondents on the Impact of Conferences on the Performance of
Teachers in Secondary Schools in Yola Metropolis, Adamawa State. 73
Table 9: Scheffe test on Opinions of Teachers, Principals and Ministry of
Education Officials on the Impact of Conferences on Teachers‟
Performance in Secondary Schools in Yola Metropolis 73
Table 10: Summary of Analysis of Variance (ANOVA) on the Opinions of
Respondents on the Impact of Workshops on the Performance of
Teachers in Secondary Schools in Yola Metropolis, Adamawa State 74
Table 11: Summary of Analysis of Variance (ANOVA) on the Opinions of
Respondents on the Impact of Seminar on the Performance of
Teachers in Secondary Schools in Yola Metropolis, Adamawa State 75
Table 12: Summary of Analysis of Variance (ANOVA) on the Opinions of
Respondents on the Impact of Mentoring on the Performance of
Teachers in Secondary Schools in Yola Metropolis, Adamawa State 76
Table 13: Summary of Hypotheses Testing 77

xii
 OPERATIONAL DEFINITION OF TERMS

1. Staff Development: Can be defined as the process of providing opportunities for

employees to improve their knowledge, skills and performance in line with the goals

and values of the organisation and in relation to the interest and needs of the

employees.

2. In-Service Training: Is a kind of teaching type which helps the working staff to

obtain the ability to keep up with the changes within their organisation, to learn new

knowledge in order to reach the targets determined by the organisation, to improve

him/herself in his/her profession.

3. Conference: Is a formal meeting of people with a shared interest, typically one that

takes place over several days mostly held at school level and at cluster level with the

purpose of reviewing and reflecting on practice on a regular basis.

4. Workshop: Is defined as a period of discussion and practical work on a particular

subject in which a group of people share their knowledge and experience.

5. Seminar: Is a group meeting led by an expert that focuses on a specific topic or

discipline.

6. Mentoring: Is a collaborative relationship or partnership between two people (mentor

and mentee) normally working in a similar field or sharing similar experiences.

7. Performance of Teacher: Refers to observable behaviours, both verbal and non-

verbal which sometimes appear as a result or in the form of students' achievements

xiii
 CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Every organisation is expected to be committed in creating an equitable and

motivating working environment to empower members. Staff development is seen by

Support Council Education Service (2004) as one of the main roots of achieving this

commitment. Staff development programmes is, therefore, a process designed to improve

job understanding, promote more effective job performance, and establish future goals

for career growth. It helps staff in understanding their responsibilities. It is the

opportunities available to new and experienced teachers and teaching assistants

(paraprofessionals). These activities are designed to improve the quality of classroom

instruction and enable individual to grow professionally.

Every society requires adequate human and material resources to improve its

social organisation, preserve the culture, enhance economic development and reform the

political structures. Education is often seen as a prerequisite for quality manpower

development and creation of wealth, a sure path to success in life and service to

humanity. Thus, teachers have important role to play to adequately prepare the young for

their roles in the society in order to achieve the set national objectives. Teachers‟

influence is always felt in every aspect of the society. All other professionals and

workers within the society have at one time or the other passed through the tutelage of a

teacher and thus whatever they now become is a direct outcome of what teachers have

passed on to them (Okemakinde, Adewuyi &Alabi 2013).

Syeda, Nighat & Syeda (2012), Education is extremely important not only for the

success of an individual but for the nation as well. Education is defined as to develop

knowledge, skills and character of the students. Its major objective is to make an

1
individual learn about how to level with the society by developing intellect, equipping

one‟s self to deal with the reality of life and by facilitating realization of self-potential

and latent talents of an individual. Education encompasses teaching and learning specific

skills, positive judgement, well developed wisdom and profoundness (Syeda, Nighat &

Syeda 2012). A successful teacher is required to be equipped with the characteristics like

mastery of subject matter, professional training, sound physical and mental health,

devotion and dedication to his profession (Syeda, Nighat & Syeda 2012). The teacher of

today is an individual who is not only interested in children‟s acquired knowledge and

skills but also equally involved in his total development.

Considering the crucial role of teacher in the academic achievement and overall

development of his pupils, it is imperative that a teacher should possess qualities like

command on the subject, moral and mental fitness, devotion to the profession and

appropriate skill to perform his duties for the achievement of the coveted objectives. A

teacher has to play many roles in an educational set up. He is supposed to work

simultaneously as “authority figure, leader, knower, director, manager counsellor and

guide”, whereas at the same time he is supposed to play such roles as friend, confidante,

and parent as well. In this regard, a teacher is not a mere provider of knowledge and

lessons in the classroom but moreover he is a person involved and interested in the

wholesome development of students; he is accordingly supposed to have some qualities

and characteristics like proficiency in the subject, moral health, physical and mental

fitness.

Effective performance on the part of staffs is essential for the success of the

organisation. Such performance, to a large extent, will depend on their knowledge skills,

and confidence in originating ideas as to how best to carry out the task of the job. Hence,

2
the need of staff development programmes which should aim at improving the

effectiveness of individuals at work and for the greater responsibilities. Teachers

constitute an important factor in the implementation of the curriculum. The quality of

teachers is known to be a key predictor of student‟s performance. Teaching as a

profession demand continuous development of knowledge and ability through training

programmes such training programmes includes in-service, conference, workshop,

seminars and mentoring staffs.

Generally speaking, staff development through in-service, conference, workshop,

seminars and mentoring offer one of the most promising ways of improving classroom

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

strategies, techniques, handle new instructional materials or possessed the necessary

information and skills that are required for effective lesson delivery. In essence the

dream of self-reliance, skill acquisition and entrepreneurship through education can only

be realized through a well-defined programme. In most cases, staff development

programmes are organized by an institution, a corporate body, Association or

Government agency and is normally lasted for a short period of time.

An activity similar to that but which may take a long time period is what is

referred to as in-service training programmes. In this case workers who are already in the

service go on training or courses programme in order to update or acquire the intellectual

and professional skills that are necessary to discharge their duties more efficiently

(Newberry, 1979). As such, the need for in-service training for teachers plays an

essential role in successful education reform. It also serve as a bridge between

prospective and experienced educators to meet the new challenges of guiding students

towards higher standards of learning and self-development

3
 Conference also enhances teachers‟ growth and development. It is a formal

meeting of people with a shared interest, typically one that takes place over several days

mostly held at school level and at cluster level with the purpose of reviewing and

reflecting on practice on a regular basis. Conference comprise different personalities in

the field of education with bountiful of ideas. Robinson (1996) discussing the form and

use of conferences, which the researcher adopted as one of the elements under training

recognized it strength for conveying a message to a large audience, while seeking

opportunity to hear and comment on view of recognized authorities. Teachers have

assess to a broad range of ideas through conference which lead to the enhanced

performance.

Frequency in attending workshops is also an indicator of staff development.

Workshop can be seen as a group of people engaged in study or work on a creative

project or subject. It is meant to upgrade teacher‟s knowledge and sharing of ideas.

Workshop can be organized in school cluster and qualified teachers or university

lecturers are invited to these clusters to serve as trainers and mentors. Such formal

arrangement for staff development need to be supported by informal practices like team

teaching and sharing of experiences and educational resources among teachers, which

greatly contribute to self-improvement. This approach has the advantage of stimulating

healthy debates about various reform measures and innovations and encouraging

collaboration, peer coaching, inquiry, collegial study groups, reflective discussion and

action.

The knowledge, idea, skills and attitude at the educator must be developed

through integrated and systematic way. One of the important component to improve the

quality of education is through seminar for teachers. Seminar is a group meeting led by

4
an expert that focuses on a specific topic or discipline. Seminars typically take place over

the course of a few days and involve cooperative discussion, multiple speakers and

opportunities to share perspectives and issues related to the topic. Attending a seminar

has numerous benefits, including improving communication skills, gaining experts

knowledge, networking with others and renewing motivation and confidence.

Novice teachers are faced with challenges that are changing to complex. Quality

mentoring is a key factor in why novice teachers stay in the profession (teacher

retention) and develop expertise. Mentoring is an effective method of helping

inexperienced teachers to develop progress in their profession. It is a personal

developmental relationship in which a more experienced person helps to guide a less

experienced person (protégé). Mentoring is a process for the informal transmission of

knowledge perceived by the recipient as relevant to work, career or professional

development and entails informal communication, usually face-to-face. Therefore,

teacher quality is improved by the implementation of best teaching practice. Mentoring

plays a significant role in the implementation of best practice by asking reflective

questions, modelling effective instruction and providing curriculum resources.

Staff development has been accepted as an effective method of increasing the

knowledge of skills of teachers in order to enable teachers to teach more effectively. It is

the important aspect of education process that deals with the art of acquiring skills in the

teaching profession. They are essential practice that enhance subject mastery, teaching

methodology and classroom management. The primary aims of staff development, as

submitted by Health (1989), include enhancing professional competence which will also

have some impact on personal growth and awareness, increasing job satisfaction and

developing potentials for future work, and improving the individuals and institutions

5
abilities to achieve their aims and objectives. The skills and competencies acquire

because of prudent staff development programmes will enable the teachers to perform

optimally if not maximally. Their performance will not enable them give efficient and

proficient service but will provide the avenues for technological advancement as well as

enabling the attainment of varied policies toward reaching our national most expected

destination compassionately.

Staff development is a function of the interaction between and among five key

players or stakeholders. These are the ministry of education responsible for teacher

education, universities, schools, the community and the teachers themselves. The

ministry of education is responsible for providing policy and financial support for

teacher professional development. Universities and teacher education collages are

responsible for providing training, conducting policy oriented research and providing

relevant literature and materials to support teachers in school. School management on its

part is supposed to provide support to the teachers on a daily basis through advice,

supervision, monitoring and evaluation at the teaching and learning activities. The

community through the school committee is responsible for supporting teacher

professional development by providing the necessary resources in the budget. The

teacher is responsible for being proactive in seeking opportunities for his or her own

professional development.

The aim of staff development programmes is to keep the staff up-to-date on the

latest development in the field, or ensure the promotion of professional growth, help to

improve pedagogical skills, keep teachers abreast with new knowledge, meet particular

needs, such as curriculum development and orientation, help in leadership responsibility,

help to improve mutual respect among teachers and recognize the need of modern

6
teaching methods. It is the most effective available to middle level and top executives in

the country. It is gratifying to note that the federal and state governments of Nigeria are

aware of immense benefits derivable from staff development programmes.

In Nigeria for instance, there are such institutions as:

1. The Centre for Management Development (CMD)

2. The Nigerian Institute of Management (NIM)

3. National Institute for Strategic and Policy Studies, Kuru, Jos (NISPS)

4. Administrative Staff Collage of Nigeria (ASCON)

Hence, any staff development programme should be able to motivate, and

improve the role perception of staff and also develop a proper attitude in them toward the

public. It is clear that the need for adequate staff development programmes for teachers

in Nigeria has become obvious in the last two decades. When teachers are educated, their

standard of living is likely to improve, since they are empowered to access productive

ventures, which will ultimately lead to an improvement in their livelihoods. The role of

education therefore, is not just to impart knowledge and skills that enable the

beneficiaries to function as economy and social change agent in the society, but also to

impart values, attitudes and aspirations important for national development.

The straight forward linkage between education and staff development

programmes is therefore the improvement of labour skills, which in turn increases

opportunities for well paid productive job. This then might enable the citizens of any

nation to fully exploit their potentials positively. On staff personnel management in

schools, Udofia & Ikpe (2012) noted that the Nigerian teacher is bashed by the very

society the teacher labours to build. Most government pronouncements concerning the

7
welfare of teachers had been that of bogus promises. Teachers have suffered a lot in

terms of their welfare and have also been abused by the authorities directly concerned

with their welfare. Most teachers in the school system are not happy with their lot and as

the result most of them are negatively disposed with their jobs. The existing staff

personnel management practices appears to indicate that majority of teachers are

dissatisfied with their jobs and this make them with draw physically from teaching or

remain there to constitute serious danger to school effectiveness since they could use

such adjustment mechanism as displacement, absenteeism, truancy or apathy in their

attitude to work.

Many studies such as those of Ajayi (1991) & Arikewuyo (2006) have shown that

secondary school teachers in Nigeria are not only dissatisfied with their teaching

profession but also have poor job that has no prestige and which does not enjoy any

recognition from public. One of the greatest threats to secondary education in Nigeria is

teacher‟s lack of job satisfaction. Tension in Nigerian educational system is consequent

in part upon teacher‟s dissatisfaction with their job. Nwadiana (2008) captures the

working environment of Nigerian teachers in the following words:

Over the years, teachers have been dejected and appear to be

rejected. The salaries are poor and not paid regularly. This stated
affair has led to intermittent industrial actions by teachers.
Teachers live from hand to mouth. Other section of the public
tease them that their reward is in heaven. Teachers in Nigeria are
sentenced to a perpetual life at decent poverty (p.9).
The 2008 nation-wide teachers‟ strike reported in the 36 states of the Federation

including Federal Capital Territory (FCT) Abuja. It does over a number of grievances,

including non-provision of in-service training programmes for teachers, poor salary

structure and allowances, lack of functional welfare scheme including staff pensions,

poor condition of service, lack of teaching and learning resources, lack of conducive

8
environment for teaching and inadequate incentives (News Watch News Magazine,

2008). Staff development programme has a significant impact on the success of

educational reforms and on students‟ learning. The more opportunities the teachers have

to be both subjects and objects of educational reform, the more effective the reform and

the teachers‟ work is. Therefore, staff development programmes must be systematically

planned, supported, funded and researched to guarantee the effectiveness of this

process.

Thus, this study becomes important to address key issues such as staff

development programmes in Nigeria context, to know how effective it is, how it has

been affecting the service delivery of teachers and the positive impact this can have on

the academic performance of secondary school teachers in Yola Metropolis.

1.2 Statement of the Problem

The impact of staff development programmes on the performance of teachers is

worth investigating when one looks at the over view in the background to the study. The

calibre of many teachers working in the public secondary schools in Yola metropolis is

nothing to write home about. They are usually inefficient in the performance of their

duties. Administrators of education in the state rarely organize in-service training,

conferences, workshops, seminars and mentoring for secondary school teachers to

improve themselves in spite of their critical role in bringing about teachers‟

effectiveness and this has grossly affected the quality and quantity of teachers. Thus, if

staff development programmes fails and did not succeed, Nigeria may experience set

back in her social and economic development.

Many schools that organise staff training programmes in the country do have a

wrong nomenclature that staff development programmes require placing few people

9
with high potentials in a training programme while ignoring the rest of staff. It is of

course difficult to identify the potential of prospective teachers, but to rely on a few

trainees is also risky. It is even much riskier when the trainees are selected on the basis

of friendship or kinship with executives without regards for capabilities. Apart from

this, the academic performance of secondary school students has also being

disappointing. More than half of the candidate who sat for the May/June 2015 West

African Senior School Certificate Examination (WASSCE) cannot advance to higher

institution. Hence, it has been discovered that lack of efficient and skilful teachers,

corruption etc has been the reason behind this sordid performance.

Teachers are faced with challenges in implementing staff development

programmes which amongst others includes failure to involve teachers in the planning

of professional development activities demoralises and develops in them negative

attitudes. Teachers appreciate programmes where they take part in organizing rather

than being left in the dark on matters that concern them. Another challenge is financial

constraints, Dadey & Harber (1991) observe that due to “financial constraint which

exist in almost every country in Africa, some teachers have access to training once in a

decade and some rarely, if ever” (p:34). Fullan (1991) also observe that “financial and

political factors inhibit the expansion of induction programmes” (p:305). This evidence

shows that financial constraints are contributory to limited professional practices

undertaken to upgrade teachers. Limited funds inhibits teachers‟ maturity.

Underfunding of staff development programmes can be one of the factors that acts as a

barrier to effective teacher‟s growth. Therefore, teachers are the main determinates of

quality education. If they are apathetic, uncommitted, uninspired, lazy, unmotivated, the

whole nation is doomed. If they are ignorant in their discipline and impart wrong

knowledge, they become not only redundant, but dangerous.

10
 This study is, however, imperative to determine the impact of staff development

programmes on the performance of teachers in secondary schools and how this could

affect the academic performance of students in secondary schools in Nigeria.

1.3 Objectives of the Study

The study is set to achieve the following objectives:

1. determine the impact of in-service training on the performance of teachers in

secondary schools in Yola Metropolis;

2. examine the impact of conference on the performance of teachers in secondary

schools in Yola Metropolis;

3. assess the impact of workshop on the performance of teachers in secondary schools

in Yola Metropolis;

4. ascertain the impact of seminar on the performance of teachers in secondary schools

in Yola Metropolis; and

5. find out the impact of mentoring on the performance of teachers in secondary

schools in Yola Metropolis.

1.4 Research Questions

1. What is the impact of In-service training on the performance of teachers in

secondary schools in Yola Metropolis?

2. What is the impact of Conference on the performance of teachers in secondary

schools in Yola Metropolis?

3. What is the impact of Workshop on the performance of teachers in secondary

schools in Yola Metropolis?

11
4. What is the impact of Seminar on the performance of teachers in secondary schools

in Yola Metropolis?

5. What is the impact of Mentoring on the performance of teachers in secondary

schools in Yola Metropolis?

1.5 Hypotheses of the Study

The study formulated the following hypotheses:

H01. There is no significant difference in the opinions of principals, teachers and MOE

officials on the impact of In-service training programmes on the teachers‟

performance in secondary schools in Yola Metropolis.

H02. There is no significant difference in the opinions of principals, teachers and MOE

officials on the impact of Conference on the teachers‟ performance in secondary

schools in Yola Metropolis.

H03. There is no significant difference in the opinions of principals, teachers and MOE

officials on the impact of Workshop on the teachers‟ performance in secondary

schools in Yola Metropolis.

H04. There is no significant difference in the opinions of principals, teachers and MOE

officials on the impact of Seminar on the teachers‟ performance in secondary

schools in Yola Metropolis.

H05. There is no significant difference in the opinions of principals, teachers and MOE

officials on the impact of Mentoring on the teachers‟ performance in secondary

schools in Yola Metropolis.

12
1.6 Basic Assumptions

The study will be poised on the following assumptions.

1. It is assumed that there may be no any difference between teachers that undergone

in-service training and those that had not.

2. That conference may not necessarily have impact on the performance of teachers in

secondary schools in Yola Metropolis.

3. That workshops conducted will yield productive results on the performance of

teachers in secondary schools in Yola Metropolis

4. That seminars have positive impact on the performance of secondary school teachers

in Yola Metropolis.

5. That mentoring may not create any difference in the performance of teachers in

secondary schools in Yola Metropolis.

1.7 Significance of the Study

This study is significant for the following reasons: findings will add to

the current body of knowledge and debates for researchers about the concepts

of staff development programmes and performance of teachers in secondary

schools. Findings will make contribution to policies of government that will

encourage in-service training programme, conferences, workshops, seminars

and mentoring in our secondary schools for improvement in the teachers

teaching methods. Also findings from the study will be of immense benefit to

the ministry of education official in realizing the importance of staff

development programmes.

13
 It is also significant for school principals in order to focus on

development of relevant skills to perform their roles such as instructional

skills, management skills, human relation abilities and leadership skills.

Findings will account for the impact of teachers‟ professional development

programmes on the academic performance of secondary school students in

Yola metropolis. The study is also significant with developing in students‟ the

basic skills and imparting in them knowledge and understanding.

1.8 Scope of the Study

This study investigated the impact of staff development programmes

on the performance of teachers in secondary schools in Yola Metropolis of

Adamawa State. The researcher selected this local government for research

purpose alone and no ulterior motive in the selection of the said secondary

schools in Yola Metropolis of Adamawa State.

The study is also limited to all senior public secondary schools and

include all the principals, teachers and officials of the ministry of education in

Yola Metropolis of Adamawa State.

14
 CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
This chapter will review literatures that are relevant to the current study. The

chapter is organized under the following sub-headings:

2.2 Conceptual framework

2.2.1 Meaning of staff development

2.2.2 Meaning of performance

2.3 Impact of in-service training on the performance of staff in an organisation.

2.4 Impact of conference on the performance of staff in an organisation.

2.5 Impact of workshop on the performance of staff in an organisation

2.6 Impact of seminar on the performance of staff in an organisation

2.7 Impact of mentoring on the performance of staff in an organization.

2.8 Empirical studies

2.9 Summary

2.2 Conceptual Framework

The conceptual framework of this study includes the following:

Meaning of staff development, meaning of performance.

2.2.1 Meaning of Staff Development

Staff development of teachers is a process by which teachers review,

renew and extend their commitments as change agents to the moral purposes

of teaching; and by which they acquire and develop critically the knowledge,

15
skills, planning and practice with children, young people and colleagues

through each phase of their teaching lives (Day 1999). Staff Development,

according to Adesina (1980). Connotes the way and means by which staff

performance needs are recognized and the extent to which leaders ensure that

these needs are met. Likewise, Health (1989), defined staff development as a

systematic attempt to harmonise individuals‟ interests and wishes, and their

carefully assessed requirements for furthering their careers with the

forthcoming requirements of the organisation within which they are expected

to work. Staff development refers to the range of activities that improve

individual staff skills and knowledge in ways that improve their ability to

undertake their job and which increase job satisfaction, performance and staff

retention (staff development policy). Staff development refers to the

institutional policies, programs and activities that facilitate and support staff

in acquiring the skills, knowledge, and attitudes required to undertake current

and future responsibilities and roles in ways that are consistent with the goals

of the university. Staff development can also be seen as a process that assists

individuals in an agency or organization in attaining new skills and

knowledge, gaining increasing levels of competence, and growing

professionally.

According to medical dictionary (2009) Staff development can be

defined as the process of providing opportunities for employees to improve

their knowledge, skills, and performance in line with the goals and values of

the organisation and in relation to the interests and needs of the employees.

This definition submits that the growth of employee development must be

linked to the school district‟s strategic plan and to the short – and long range
16
workforce assets. Such a concept requires an ability to anticipate gaps in the

knowledge and skills of the workforce and how the changing school system‟s

demographics, economic status, and present employee‟s inventory will

impact the accomplishment of stated goals and objectives. In this sense, staff

development places an emphasis on organisational learning and is provided at

the identified time of need either by the organisation, by an employee group,

or by the individual worker. It emphasizes the premise of organisations will

progress to the extent that people grow and develop. Staff development helps

educators keep abreast of expanding knowledge base on education they can

continually refine in their conceptual and craft skills (Gusky & Huberman,

1995).

The important purpose of staff development can be summarized as

follows:

1. To provide planned staff development opportunities that provide the

learning necessary to enable the employee to perform at the level of

competency required in current and future position assignments.

2. To foster a climate that facilitates personal self-fulfilment, institutional

effectiveness, human creativity, and system renewal.

3. To serve the school system‟s primary goals: enhancing and achieving

quality teaching and learning for students.

4. To save money, it is costly to hire and then dismiss employees who do not

work out. It is also costly to lose good employees because they are

frustrated by the lack of opportunity for professional growth. It is wasteful

to accept barely satisfactory work as the norm (NSBA, 1996). It is also

17
 wasteful not to provide opportunities that lead toward the objective of

optimal development on the part of each individual.

5. To establish viable and meaningful programs that enable system personnel

to work cooperatively toward achieving the systems‟ goals and their own

personal goals in the areas of achievement, satisfaction, and self-

fulfilment.

Similarly, professional development in a broad sense, refers to the

development of a person in his or her professional role. More specifically,

“Teacher development is the professional growth a teacher achieves as a

result of gaining increased experience and examining his or her teaching

systematically”. When looking at professional development, one most

examine the content of the experiences, the processes by which the

professional development will occur, and the context in which it will take

place. Professional development according to Eric (2013), is a process

engaged into enhancing the knowledge, skills and attitudes of the teachers.

This implies that responsibility to create, preserve, evaluate, and transmit

knowledge through continuing learning. Development programme have the

ingredient of fostering and preserving the scholarly values, curiosity and

integrity to nurture these values through inculcation. Eric (2013), states that

the basic aim of professional development are to improve quality of the

teaching and learning as well as to improve the performance of those with

teaching and management responsibilities.

18
2.2.2 Meaning of Performance
Performance refers to the employee job behaviour and comparing it

with the formats and standards that have been determined in the organisation.

To put differently, it means providing information about the job behaviour of

staff Kheyrollah & Nasser (2012). Performance can also be seen as the

accomplishment of a given task measured against pre-set known standards of

accuracy, completeness, cost and speed.

Performance can be defined as the achievement of specified task

measure against predetermined or identified standards or accuracy,

completeness, cost and speed. In an employment contract, performance is

deemed to be the accomplishment of a commitment in such a manner that

releases the performer from all liabilities laid down under the contract.

Efficiency and effectiveness are ingredients of performance apart from

competitiveness and productivity and training is a way of increasing

individual‟s performance, Afshan, Sobia, Kamran, & Nasir (2012), stated that

employee‟s performance is measured against the performance standards set

by the organization. Good performance means how well employees

preformed on the assigned task. In every organization there are some

expectations from the employees with respect to their performance. And

when they perform up to the set standards and meet organisational

expectations they are believed good performers. Functioning and presentation

of employees is also termed as employee performance. This means that

effective administration and presentation of employee‟s task which reflect the

quality desired by the organisation can also be termed as performance.

19
 Performance of teacher comprises of different aspects. The

capabilities, results, affects and outcomes of some body‟s work are called his

performance. When it refers to a teacher, it means that how does a teacher

perform his professional duties in the school. Teacher performance refers to

observable behaviours, both verbal and non-verbal. It means the performance

is a teaching behaviour of the teacher, which sometimes appear as result or in

the form of students‟ achievement. But the students‟ achievement is not

considered as sum total of the performance of a teacher, it may be considered

just as an aspect of teachers‟ performance because there are so many other

variables, which involve in the students‟ achievement (Shah (2007, p.47).

Performance management is a process by which managers and

employees work together to plan, monitor and review an employee‟s work

objectives and overall contribution to the organisation. Performance

management includes activities which ensures that goals are consistently

being met in an effective and efficient manner. Performance management can

focus on performance of an organisation, a department, employee or even the

process to build a product or service, as well as many other areas.

Performance management is also known as a process by which organisation

align with resources, systems and employees to strategic objectives and

priorities.

20
2.3 Impact of In-Service Training on the Performance of Staff in an
Organisation

The staff working in an organization will form an important part of it and

it is considered as a huge asset of that system making a basis for developing

the organization through in-service training programme. Man power is

considered as the most significant and lucrative resources of an organisation.

As a matter of fact, an organization won‟t succeed completely without the

professional and trained man power even if it profits by the most modern

equipment, facilities, and technology. On the other hand, training is regarded

as one of the most complicated obligations in managing each organisation,

particularly in the manpower administration. Training and optimization will

cause more profound insight, higher knowledge and intellectuality and more

capabilities and efficiency among the working man power of an organisation

so that they can actualize their commitments and the goals of the organization

will be achieved more efficiently. Implementing the training and optimization

of the staff to continue their activities effectively and improve their

efficiency. The staff of an organization is considered as its huge asset that can

make a basis for its development through in-service training Seyyed &

Abdolabbas (1997).

The goals of an organisation should be set in such a way that the

abilities and skills required for implementing the responsibilities will be

enhanced based on the necessities, and it is the educational system that is

responsible for actualizing the staff‟s potential capabilities. Infact, each

organisation needs educated and skilful staff to execute its delegation. If the

21
staff‟s capabilities fulfil this need, education will no longer seem crucial. Yet

if it is not so, their levels of adroitness, ability and flexibility need to excel.

Training programme in an organization is a process by which people

are taught with skills and given the necessary knowledge or attitude to enable

them to carry out their responsibilities to the required standard in the present

job and to undertake greater and more demanding roles for effective job

performance. Organisations are facing many changes which are related to

economic needs, social needs and technology needs. As such, training

programme plays an important part to overcome these problems and to cater

the needs of the organisation (Che 2014). In-service training is a kind of

teaching type which helps the working staff to obtain the ability to keep up

with the changes within their organisation, to learn new knowledge in order

to reach the targets determined by the organization, to improve him/herself in

his/her profession.

According to Hakan, (2013) In-service training is defined as the

educational opportunities to help the staff to improve themselves in their

professions for all the personnel in all the work fields (education, health,

technology, and private sector, all working fields in public organisation, press

and media organisation). In-service training is attempt to improve staff

competence through continuing education courses, meetings and study

groups, visits, lectures and personnel reform. According to Nakpodia (2008)

in-service training programme is a process for continuous up –dating of

teacher‟s knowledge, skills and interest in chosen field. It is a means for

continuous professional growth which encourages the extension of technical

22
assistance by teacher educators. In-service teacher education is an integral

part of staff development programme, which is organized for teachers while

in service, Nakpodia outline the benefits of in-service training of teachers to

include:

1. To enable teachers obtain higher academic and professional

qualifications in order to improve their positions in the school system.

2. To help teacher acquire more conceptual and technical knowledge, skills

and competences in their teaching subjects and pedagogy in order to

improve their efficiency in classroom instruction.

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

new changes in the school system in the 21st century. Akinbode (1996) in

an early study had established that investment in the form of in-service

training was a crucial factor in the development of job commitment. The

result of the study showed that teachers who had low commitment to the

profession prior to training became highly committed after they were

given opportunity to go for in-service training. Thus, in-service training

served to boost teacher moral and thus, engendered positive work

performance among them.

Udofia, & Ikpe (2012) defines in-service training as the on-going

training of practicing teachers, which is typically arranged by school

boards the employ them. The purpose of in-service training is to educate

the personnel through in-service activities such as courses and workshops

and in-service training is short term of educational activity which helps

the teacher to obtain professional knowledge and abilities and new ideas
23
 considering the improvements in their own fields and educational

technologies (Hakan 2013).

In-service training is a necessity for the organization to constantly

improve and renew themselves, and achieve success. The use of phrases such

as teaching and training, personnel improvement, personnel replenishment,

improvement in human resources, continuing education, professional

improvement, professional promotion, and organizational replenishment in

place of in-service training clearly shows that in-service training is one of the

integral activities of modern organisations (Hakan 2013). In-service training

has for many years been the driving force behind much changes that has

occurred in the area of teaching and learning. As in any other profession, it is

vital that teachers keep up to date on the most current concepts, thinking and

research in their field. This, in turn supports in their “lifelong learning‟ as

educators, as professionals and as individuals who are responsible for the

education of the next generation.

Beside that, in-service training also provide employees with ample

opportunities to learn new concepts, methods and approaches through

professional development. In-service training is a deliberate and continuous

process involving the identification and discussion of present and anticipated

needs of individual staff for furthering their job satisfaction and career

prospects and the implementation of programmes of staff activities designed

for the harmonious satisfaction of these needs.

24
 Lastly, the impact of in-service training on the performance of staff in

an organisation should be looked in various perspective. It promotes a very

flexible environment and allow staff to adapt with the working situation and it

is also one form of motivation for employees or employers and it will

continue to increase creativity in staff. It also enable staffs to acquire new

understanding and skill‟s to develop their effectiveness in the organisation.

2.4 Impact of Conference on the Performance of Staff in an Organization

Staff development is a key to the success of any organisation as the

smooth and efficient running of any organisation depends on how well

employees are equipped with relevant skills to perform their task. The success

or failure of the organisation depends on employee‟s performance. Therefore,

organisations are investing huge amount of money on staff development. The

knowledge, ideas, skills and attitudes of the staff must be developed through

integrated and systematic way of attending conference. Ezene (1998)

“conferences are usually used to tackle a single or set of problems”. It may

involve session of various types; such as lectures, panel discussion, workshop

etc.

Conferences therefore, have a very important place in the work place.

The work place is rapidly changing and information needs to be customized

in order to meet the diverse of all organisation. The benefits of attending

conferences includes the following:

1. They allow organisation to get updated information on key issues that

their organisations are concerned with.

2. They are valuable for delegates who carry a heavy workloads.

25
3. They allow delegates to have issues addressing on a specific topic by

recognised experts who are up to date with the latest developments in the

field.

4. They are very appropriate in an era in which people do not have time to

read a number of book by experts. They can spend a reasonable short

period of time and get substantial information on a topic they have an

interest in. the speakers, who specialize in these fields, have already done

the sifting and selection of information from a wide variety of sources.

They can present the delegates with those aspects that are particularly

relevant in the current work place environment.

5. They create learning communities that bring together delegates from like

–minded companies.

6. The learning environment encourages delegates to exchange experience,

ideas and practices from their own companies.

7. It allows delegates to interact with each other companies who may be

experiencing similar issues and problems. It allows them to tackle issues

together. In turn perspectives will be broadened as a result. This

information exchange helps delegates benchmark their companies.

8. Reputable conference organizers add a great deal of value by identifying

appropriate speakers who have the necessary subject matter expertise,

practical experience in implementation, as well as the ability to engage

audiences in an interesting way that stimulates thought and debate.

26
 Similarly, attending conference will allow staffs to network with each

other professionals in the industry, to build their team, providing a forum for

the team members to discuss tools, technologies, and processes and how they

can apply them in their company to improve the information products, work

flows and processes.

Moreover, educational conferences mostly comprise different

personalities in the field of education with bountiful of ideas. Robinson

(1996) stated that, form and use of conferences which the researcher adopted

as one of the elements under training recognized it strength for conveying a

message to a large audience, while seeking opportunity to hear and comment

on view of recognized authorities. Teachers have access to a broad range of

ideas through conferences which lead to enhanced performance. Attending a

conference also has numerous benefit to the teachers, and this include the

following:

1. They allow teachers to better demonstrate their professionalism, their

understanding of the ongoing need for professional learning and the

broader role of educators.

2. Improving communication among Ministry of Education inspectors,

senior teachers, school principals, school directors, and parents;

3. Recognizing, acknowledging, and rewarding individual creativity to

create greater job satisfaction, enhanced self-worth, and professional

pride in teaching.

27
4. Providing a forum for participatory inputs that affects the sense of

investment and consequent ownership that all participants develop

toward their school;

5. Assist teachers in understanding and effectively using the instructional

text in the classroom, new textbooks, teacher guides, and also support

teachers to better meet the needs of their students;

6. Develop teachers‟ reflective practice and problem-solving skills in

teaching, administration, and community relations; and

7. Facilitate a process of collegiality in order to reduce teacher isolation

and thereby enhance the prospect of nurturing substantive change in

teachers‟ beliefs and practices.

2.5 Impact of Workshop on the Performance of Staff in an Organization

For any enterprise to function effectively, it most have money,

materials, supplies, equipment, ideas about the services or products to offer

those who might use its outputs and finally people, which is the human

resource, to run the enterprise. One major area of the human resource

management function of particular relevance to the effective use of human

resource is training. One important way of enhancing high performance and

output in workers is by updating their knowledge continually through

exposure to latest research in Science Technology and Technology, Arts and

Social Sciences and Science of Administration as well as teaching. According

to Harbau, (2014) training human resource in organisations for improved

28
output is essential since an improvement in the quality of human factor is as

important as investment in physical capital.

An advancement in knowledge and the diffusion of new ideas and

objectives are necessary to remove economic backwardness and instil human

abilities and motivation that are favourable to economic advancement.

However, workshop is defined in Oxford Advanced Learner‟s Dictionary

(Latest Edition) as a period of discussion and practical work on a particular

subject in which a group of people share their knowledge and experience.

Indeed, it is a large official gathering, usually lasting for a few days at which

people with the same work or interests come together to discuss their

professional views. Thus, the importance of workshop training is to enable

workers acquire the skills to do what they have not been able to do before on

the job, become better at carrying out the responsibilities they have been

performing before. However, workshop which consist of smaller groups of

delegates allow facilitators to deliver delegates to engage in practical

exercise. This close interactions with other delegates from differing

companies generates conversations and allow to actively participate in the

sharing of powerful information. This type of learning process can be very

effective when used over short periods of time for example two to three days.

They create an effective learning opportunity for those delegates who learn

more effectively from direct interaction.

Employees are crucial, but expensive resource. In order to sustain

economic growth and effective performance, it is important to optimize the

contribution of employees to the aims and goals of the organisation. The

29
importance of management has long been recognized. Workshop training is

necessary to ensure an adequate supply of staff that is technically and socially

competent and capable of career development into specialist department or

management positions. There is therefore a continual need for the process of

staff development and training fulfils an important part of this process.

Training should be viewed therefore as an integral part of the process of total

quality management. The recognition of the importance of workshop in

recent years has been heavily influenced by the intensification of competition

and the relative success of organisations where investment in staff

development is considerable emphasized.

In the development of organisation, workshop plays a vital roles in

improving performance as well as increasing productivity, and eventually

putting companies in the best position to face competition and stay at the top.

Workshop training is a type of activity which is planned, systematic and it

results in enhanced levels of skill, knowledge and competency that are

necessary to perform work effectively (Afshan, Sobia, Kamran & Nasri 2012)

. There exist a positive association between training and employees

performance. Training generates benefits for the employee as well as for the

organisation by positively influencing employee performance through the

development of employee knowledge, skills, ability, competencies and

behaviour. Organisations that are dedicated to generating profits for its

owners (shareholders) providing quality service to its customers and

beneficiaries, invest in the training of its employees (Evans and Lindsay,

1999).

30
 The more highly motivated a trainee, the more quickly and

systematically a new skill or knowledge is acquired. That is why workshop

training should be related to money, job promotion, and recognition etc that is

something which the trainee desires (Afshan, Sobia, Kamran & Nasri 2012).

There are four prerequisites for learning, motivation comes first. Cue is the

second requirement. The leaner can recognize related indicators (cue) and

associate them with desired, responses with the help of training. Response

comes third. Training should be immediately followed by positive

reinforcement so that the learner can feel the response. Last is the feedback; it

is the information which learner receives and indicates in the quality of his

responses. This response will be given as quickly as possible to make sure of

the successful learning.

Overtime, organisations have been embarking on training and

capacity building for their staffs so as to enhance productivity and overall

performance of the organisation. This is due to the recognition of the

important role of workshop in attainment of organisational goals. Attending

workshop is very vital to job productivity and organisational performance

since the formal education system does not adequately provide specific job

skills for a position in a particular organisation, while few individuals may

have the requisite skills, knowledge, abilities and competences needed to fit

into a specific job function. Some others may require extensive training to

acquire the necessary skills to be able to fit in a specific job functions and

also make significant contribution to the organisation.

31
 It‟s not recent news that great teachers help create great student, a

well informed and inspired teacher is sure to influence a student‟s

achievement. Workshop can be organised to develop certain skills of

teachers. Attending workshop has great effect on teachers‟ performance.

1. Providing a framework for reflection. The teacher is a reflective

person, thus, workshop gave him a structure that would lead his

teaching activities. it provides a framework that can be used to think

about a specific students, or a specific incident.

2. Being more self-ware in the classroom. A reflective teaching is a way of

being more self-aware in the classroom, to think about what should be

done, and draw a conclusion from what is happening in the class and

make adjustments.

3. Need for Non-judgemental attitudes. The expectation during workshop

may make teachers to be creative to non-judgemental attitude of

learners.

Finally, the workshop presents an opportunity to promote, network

and build the experience of teachers for a good and successful classroom

management.

2.6 Impact of Seminar on the Performance of Staff in an Organisation

Training has the distinct role in the achievement of an organisational

goals by incorporating the interest of organization and the work force (Stone,

2002). Seminar is one of the important factors in the business world because

it increases the efficiency and the effectiveness of both staffs and the

32
organizations. The employee performance depends on various factors, but

most important factor of employee performance is training.

A seminar is a topic oriented event designed to educate and inform an

audience about a broad subject of interest (Altalib, 1993). Seminars are

simply a group of people coming together for the discussion and learning of

specific techniques and topics. Usually there are several keynote speakers

within each seminar, and these speakers are usually experts in their own

fields, or topics. Several topic reviews are scheduled each day throughout the

seminar, and attendees can usually make their choice or topic from among

these scheduled events.

Attending a seminar has numerous benefit to the organisations

including improving communication skills, gaining expert knowledge,

networking with other and renewing motivation and confidence

(www.education.seattelpi.com)

Oral Communication

Seminars can be a comfortable, open environment for practising

professional communication techniques. Seminars help staff become a better

listeners, present arguments and ideas clearly and be open to others point of

view. Group discussion and activities can also help staff practice

interpersonal skills, such as dealing with conflicting opinions among group

members and working together to accomplish assignments or task.

33
Expert Knowledge

Seminars give staff intensive exposure to a topic through

presentations and discussion led by multiple experts. Seminars are an ideal

opportunity for people who want to study a topic in depth, but don‟t enjoy

reading or have the time to take classes.

Networking

Along with having access to experts, seminar also give a staff the

opportunities to meet other people who share the same interest. Seminar

discussions offer chances to debate issues related to the field, share

experiences and exchange perspective. Meeting new people can offer

encouragement, solutions to common problem and advice for how to handle

challenges. These relationship can continue into professional connections

even after the seminar is over.

Renewed Motivation

The intensive study of a seminar provides a chance to get away and

dedicates yourself to the topic for a few days. As a result, staffs may return

from the seminar with renewed motivation to pursue their goals and find their

enthusiasm rekindled. This can lead to higher productivity and fulfilment of

professional and academic goals.

A seminar is a part of a retraining exercise to update teachers‟

knowledge and skills with the new ideas and methods of teaching on a

particular subject. There are various importance of seminar on teaching and

learning activities and this include:

34
1. Attitude change. The seminar provides teacher with the resources that

enable them to perform at the higher level and achieve academic

success.

2. Empowerment. Teacher has come to an understanding of his or her own

worth and through the resources available through the program, self-

realization becomes possible. Empowerment in the sense of institutional

transformation leads to the increased interest in the decision-making

process.

3. Increased productivity. Keeping time /stress management in focus,

teachers were encouraged to develop an action plan for improvement

with accountability and benchmarks. The action plans allowed impact

participants compare the results of their research and teaching activity

before and after attending the seminar.

4. Integration of personality: One of the main benefits of the seminar that

has been constantly stressed by its participants was learning the

practical skills of how to become an integrated personality.

5. Integration of Teaching, Research and Service. Among the personal

changes that teachers ascribe to the positive influence of the seminar is

the necessity to effectively incorporate their teaching into their research

and service.

6. Leadership. One of the positive changes that the seminar has brought

about for teachers is genuine interest in leadership. As one of the

recurrent themes in fellow‟s annual report, interest in leadership is seen

as not just a person enterprises but as a collaborative effort. Indeed, one

35
 of the main goals of the seminar was to discuss and explore the

challenges and opportunities of academic leadership.

7. Sense of community. This node capture the ways teachers experience the

feeling of belongingness to a school as a community (McMillan and

Chavis. 1986). A sense of community manifests itself in the interest in

being a member and sharing responsibility for community action. Thus,

by showing a strong interest in community action, teachers perceive the

benefits that might accrue from their participation in community.

8. Collegiality. Collegiality in the context of an educational institution

mean an ability on the part of individual faculty to effectively

participate in decision making given the existing diversity of opinions.

2.7 Impact of Mentoring on the Performance of Staff in an Organization

Mentoring is a key element of staff development in educational

institution, especially in the university system. New and younger employees

are encouraged to establish collaborative relationship with older and more

experienced staff (mentors) for the purpose of getting the right orientation in

the work place. The purpose of staff development is to enhance the quality of

human capital for maximum capacity utilization within and outside the

organization. The organisation is committed to a working environment where

professional improvement is seen as a continuous process which enables all

members of staff to develop their professional skills and effectiveness in

support of the goals and priorities of the organisation, mentoring is a

powerful personal development and empowerment tool. It is an effective way

36
of helping people to progress in their careers and is becoming increasingly

popular as its potential benefits are being realized.

Mentoring is a collaborative relationship or partnership between two

people (mentor and mentee) normally working in a similar field or sharing

similar experiences. It is a helpful relationship based upon mutual trust and

respect. Mentoring programme is a great way to get involved and make a

valuable contribution in the organisation, Bright & Innocent (2015).

Mentoring, as a social learning model, is based on the practice of broadly

stressing the importance of positive reinforcement on behaviour change

(Bandura, 1977). As a social learning model, mentoring combines cognition

with reinforcement of stimuli in the process of learning from other people.

Mentoring generally refers to the art of helping to steer a subordinate

or a colleague in the same field. Mentoring assumes a variety of forms in staff

development. As Smith (2005) points out, “Developmental relationship such

as between a mentor and a protégé can be powerful stimuli for change and

learning. Research indicates that mentors as well as beginning teachers find

that the program enhances their classroom, abilities, increases their

enthusiasm for teaching and that they experience positive results involving

their teaching, professional growth, and impact on the profession” (p.14).

There are several definitions and interpretations of the word

„mentoring‟. According to Schooley (2010), mentoring involves formal and

informal developmental partnership where employees receive information

advice and guidance from the experienced professional, usually within the

organisation, who has expertise and a strong desire to help others grow in

37
their jobs. Moorhead & Griffins (2004) defined mentoring as an arrangement

in which more experienced workers help a less experienced workers grow

and advanced by providing advice, support and encouragement. Mentoring is

also a dyadic relationship between a more experienced member of an

organisation and a less experienced individual (Ismail & Arokiasamy, 2007).

Mentoring encompasses Coaching, sharing perspectives, and transferring

knowledge and wisdom to the mentee(s). Olasupo (2011) posited that a

mentor in the academic setting is generally a senior faculty member who

advices or guides a junior faculty member in matters relating to achievement

on academic success.

Mentoring is regarded as one of the best tools for “reducing stress for

novice teachers, orientations to curriculum and promoting the creation of

better norms of collegiality and collaboration” (David, 2008). It helps in the

resolution of challenges and predicament, making it more likely that an

individual attains his careers goals and growth. The benefits of mentoring is

based on a developmental social learning perspective which posits that

behaviour is learned in interaction with others, especially when they serve as

models (David, 2008). In this regard, mentoring is especially valuable for the

transmission of positive attitudes as mentors provide invaluable information

on the mission and philosophies of the organisation, help employees cope

with career stress and give proper orientation towards work place values

(David, 2008).

38
 While mentoring is an interpersonal relationship, its purpose is likely

to depend on whether the organisation has instituted a mentoring program or

whether the mentoring relationship is more informal. In informal mentoring

programs, the purpose of mentoring is likely to be articulated in a set of

guidelines or via training that is provided for both parties, where they are

informed of the goals and purposes of the program.

Organisationally, mentoring addresses psychosocial functions in the

workplace, e.g how best to behave, workplace values, personal dilemmas, and

a sense of acceptance by the group (Harvard Business essentials, 2004 p.86).

As a key organisational strategy, mentoring can be viewed as desirable and

attractive by potential employees. It can also increase organisational learning

and retention of employees.

2.8 Empirical Studies

It is literally impossible for any individual to learn job or enter a

profession and remain it in for long with his or her skills basically unchanged.

This is more so in a complex and constantly changing organisation like a

school that must adapt to changing societal demands and instructional

methodology. Thus, no matter how excellent the pre-service preparation and

how well qualified school personnel are at the time of employment, efforts

should be made to develop them personally and professionally on a regular

and continuous basis.

Staff development has been accepted as an effective method of

increasing the knowledge and skills of teachers in order to enable teachers to

teach more effectively. According to Lawal (2004), staff development

39
programmes for teachers are important aspect of education process that deal

with the art of acquiring skills in the teaching profession. They are essential

practices that enhance subject mastery, teaching methodology and classroom

management. The objective of staff development programmes is that it

ensures the promotion of professional growth, help to improve pedagogical

skills, keep teachers abreast with new knowledge, meets particular needs,

such as curriculum development and orientation, helps in leadership

responsibility, helps new teachers to adjust to teaching fields, help to improve

mutual respect among teachers and recognize the need for modern teaching

method, Madumere Obike (2007). Ekpoh, Edet, & Nkama (2013), stated that

teaching is a profession, therefore all who desire to work as teachers should

be well groomed in the art of teaching. Ekpoh, Edet & Nkama (2013) asserts

that new teachers are faced with several challenges upon beginning their

teaching career, such as class assignment, classroom discipline and

management, demanding teaching loads with assignment of extra duties,

motivating students, dealing with individual differences among students,

assessing students and so on. Hence, the need to provide effective staff

development programmes which will assist novice teachers as they begin

their teaching career.

To take care of the inadequacies of pre-service teacher preparation,

the Federal Republic of Nigeria (2004) in its National Policy on Education

made provision for development of teachers by stating that teacher education

shall continue to take cognizance of the changes in methodology and in the

curriculum, and that in-service, conference, workshops seminar and

mentoring for teachers and head teachers shall be regulated. This therefore
40
emphasizes the importance and the need for every staff to be constantly

renewed, up graded and updated in his or her knowledge to be refreshed and

to keep abreast with the rapid changing society through staff development

programmes.

Performance of teachers‟ has been one of the great concern to

stakeholders in education. Ekpoh, Edet & Nkama (2013) suggested staff

development as a very important tool for improving the skills and

performance of staff in an organisation. Effective professional development

produces changes in teachers‟ instructional practices which can be linked to

improvement in students‟ academic achievement. This therefore implies that

staff development practices are effective motivational strategies for skills and

knowledge acquisition for enhanced teachers‟ performance. Ekpoh, Edet &

Nkama (2013) have continued to stress on the importance of continuing

professional development for the teachers who are the ones to translate the

training acquired to better classroom practices. Continuing staff development

for teachers is about reinforcing all the dimension of good teaching

throughout a teachers‟ career. It is a means of increasing the competence

level of teachers in a way that would enable them contribute to a knowledge

base that would in turn also contribute to development of teaching as a

profession.

Previous studies have shown that successful staff development

practices can impact on teachers performance in and out of the classroom

cited Ekpoh, Edet & Nkama (2013). A study by Cohen and Hill (2001)

revealed that teachers whose in-service training were focused on the

41
curriculum can teach well when what has been learnt were applied in the

classroom. The study also showed that students‟ achievement are usually

good if their teachers participated in training that focused on the curriculum.

Similarly, Garet, porter, Desimore, Birman & Yoon (2001) studied teachers‟

involvement in an in-service training that emphasized on mathematics and

science subjects. They discovered that teachers were more prepared to

implement changes in teaching practice, as well as improve their knowledge

and teaching skills when the training was much related to daily experiences

and parallel to assessment.

Zatta, (2003) conducted a study on the effectiveness of the

Massachusetts curriculum assessment system (MCAS – AIT) on disabled

students‟ achievement. The study arrived at an important finding which

shows that teachers‟ involvement in professional development activities can

have a positive impact on teachers‟ performance. Ntukiden & Etudor, (2003)

a study on principals‟ provision for professional growth and teachers‟ job

effectiveness. A total of 400 teachers were selected as sample and analysis of

the study found that, making provision for the professional growth of teachers

often led to greater teacher effectiveness. Given the importance of staff

development programmes in the career of serving teachers, there seem to be

no alternative to sustained, continuous development practices.

Staff development has attracted increasing attention in the 1990s.

Teachers are faced with rapid changes, demands for high quality education

need to update themselves to meet the challenges that lay ahead. High quality

education is one that effectively prepares individuals for life, citizenship and

42
the world of work. In order to maintain such standard there is needs for well-

trained, qualified and competent teachers together with a continuous learning

environment that enables teachers to generate and implement new

innovations (Republic of Botswana, 1994). Abiodun (1999), stated that staffs

are the most potent assets that any organisation possesses. Without them

machinery/equipment, materials and even capital of the company will amount

to nothing as nothing gets done without the input of the manpower resource

of the organisation. Staff development is a necessary work activity that makes

a very significant contribution to the overall effectiveness and profitability of

an organisation, for Fajana (2002) the effectiveness and success of an

organisation lies on the people who form and work within the organization.

Onuka (2006) stated that it is the developed human capital of a nation that

constitutes its wealth. It follows, therefore, that employees‟ performance in

respect of achieving organisational goals and successes is a function of the

quantum of the relevant skills and knowledge, and positive work attitude they

have been able to acquire from constant staff development programmes

whether through committee/on the job training or in-house training

programmes of out of work training courses they attended.

Omole (2004) posits that staff development involves providing

learning and development opportunities, making training intervention and

planning, conducting and evaluating training programmes. The need for

improved productivity in schools has become universally accepted

phenomenon that depends on efficient and effective staff development. Man

is dynamic in nature, the need to be current and relevant in all spheres of

human endeavour makes staff development a necessity in order to keep track

43
with current event and methods. Onuka & Ajayi (2012) observe the

usefulness of training and development in an organisation and identified the

functions of training as follow: it increases productivity; improves the quality

of work; enhances skills, knowledge, understanding and attitude; engenders

the use of tools and machine; reduces waste, accidents, turnover, lateness,

absenteeism and other overhead cost; eliminates obsolesce in skills,

technologies, methods, products, capital management; enhances the

implementation of new policies and regulations; prepares people for

achievement, improves manpower development and ensures the survival and

growth of the enterprise.

Therefore, the concept of staff development encompasses

organisational subsisting staff training and re-training programmes in order to

meet up with organizational goals and objectives, as well as the sustaining

human resource needs for organizational growth and development. Human

resource is very critical to any organisational survival and accomplishment of

the desired goals of any organisation. However, it has been generally

observed that there has been a progressive decline in the ability of available

manpower in Nigeria to cope with the challenges facing many organisations.

This trend could be viewed to have resulted inadequate level of skill

acquisition by the employees or their inability to keep abreast with the new

modern technological development because of the absence of appropriate and

sufficient staff development efforts by organisation.

2.9 Summary
The chapter reviewed the following topics: introduction and review of related

literature. With reference to the literature reviewed on the impact of staff development
44
programmes on the performance of teachers in secondary school in Yola metropolis,

Adamawa State, Nigeria. It was observed that provision of staff development

programmes for teachers help educators keep abreast of expanding knowledge base on

education they receive, so they can continually refine their conceptual and craft skills, it

is also imperative in enhancing teachers‟ performance in the discharge of their duties in

the secondary schools. The researcher started this chapter with the conceptual

framework; meaning of staff development, meaning of performance, others include,

impact of in-service training on the performance of staff in on organisation, impact of

conference on the performance of staff in an organisation, impact of workshop on the

performance of staff in an organization, impact of seminar on the performance of staff in

an organization, impact of mentoring on the performance of staff in an organisation. This

is followed by empirical study, where the researcher reviewed the works of other

researchers‟ which are considered as being closely related with the current study.

45
 CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter discussed the methodology used for the research. The

chapter presents the research design, population of the study, sample and

sampling techniques, instrumentation and its administration. Indeed, the

content validity and reliability of the research instrument and administration

for data analysis were also presented based on the outcome of the pilot study

administered.

3.2 Research Design

Descriptive survey design was employed for this research. It is a

design that was based on sample selected from entire population since the

whole population is too large. Survey approach serves as an important means

through manipulation of the variables for this research. However, the subjects

of this study are the principals, vice principals administration and academic,

teachers and official of the ministry of education in particular. All

information obtained were presented in tables, described and analysed by use

of frequency and simple percentages. In order to test the five hypotheses

postulated, simple percentages and frequencies as well as one way analysis of

variance (ANOVA) at 0.05 level of significance were used.

3.3 Population of the Study

The population for this research according to Adamawa State ministry

of education 2014/2015 academic session consist of twenty six (26) senior

secondary schools in both Yola North and South Zonal offices and one

thousand four hundred and fifty eight (1, 458) teachers.

46
3.4 Sample and Sampling Techniques
This study is on Impact of Staff Development Programmes on the

Performance of Teachers in Secondary Schools in Yola Metropolis of

Adamawa State. In order to have fair representation of the target population

of senior secondary schools in each zonal offices of the Yola metropolis, 50%

was used in order to adjust the class distribution of a data. For this reason

therefore, thirteen (13) schools representing 50% of the twenty six (26) senior

secondary schools were randomly selected and applied in this research.

However, in selecting the sample size of the respondents, 30% of the

population was used as recommended by Aderoumun (1985) when he stated

that 30% or above of a given population can be used as a sample for study. In

selecting the respondents used in each senior secondary schools, simple

random sampling techniques was used. The above assertions or submission is

represented in table 3.4.1.

47
Table 1: Breakdown of the Entire Respondents of the 13 Senior Secondary
Schools in Yola Metropolis
S/N Name of Schools Zones Status Teachers Principals VP.AC VP.AD Total

1. GDSS Capital Y/North Public 19 1 1 1 22

2 GDSS Doubeli Y/North Public 25 1 1 1 28

3 GDSS Y/North Public 13 1 1 1 16

Gwadabawa

4 GDSS Karewa Y/North Public 13 1 1 1 16

5 GGSS Yola Y/North Public 21 1 1 1 24

6 GMMC Yola Y/North Public 25 1 1 1 28

7 AMC Yola Y/South Public 30 1 1 1 33

8 GDSS Yola town Y/South Public 16 1 1 1 19

9 GDSS Shagari Y/South Public 13 1 1 1 16

10 SAIS Yola Y/South Public 14 1 1 1 17

11 GSTC Yola Y/South Public 24 1 1 1 27

12 GDSS Namtari Y/South Public 12 1 1 1 15

13 Best Centre Yola Y/South Public 21 1 1 1 24

Total 285

Source: Adamawa State Ministry of Education 2014/2015 academic

session

3.5 Instrumentation
Questionnaire was designed by the researcher based on the issues

raised in the objectives of the study. The researcher used closed structured

questions where the respondents are requested to indicate extent to which

they agreed or disagreed with a given statement on issues raised by the

researcher. The researcher used five points likert scale to determine the extent

48
of how the respondents perceived the study. The five point likert scale is

ranked as shown below:

Strongly Agree SA= 5

Agree A= 4

Undecided U= 3

Disagree D= 2

Strongly Disagree SD = 1

3.5.1 Validity of the Instrument

Before administering the instrument, supervisors of mined has made

valuable and necessary corrections. This was in line with the submission of

fox (1969:370) who noted that research is best done when experts are

requested by a researcher to critically examine the drafted instrument with a

view to affecting corrections, amendments, and modification to make it

authentic or valid for research study.

3.5.2 Pilot Study

For the purpose of reliability of the instrument for the study, the

researcher administered twenty (20) copies of the questionnaire to the four (4)

categories of respondents in Yola Metropolis Senior Secondary Schools and

official of the ministry of education Adamawa State. Fifteen (15) copies were

distributed to teachers, four (4) copies to principals and one (1) copy to MOE

official of Yola Metropolis. The questionnaire consists of fifty (50) item

statements. Out of twenty (20) copies of the questionnaire distributed

eighteen (18) copies were retrieved. This is subjected to reliability test.

49
3.5.3 Reliability of the Instrument
Since the reliability score is 0.89, it means that the instrument is

reliable. This means it could measure what is expected. The analysis of data,

at end revealed that the instrument was reliable.

3.6 Procedure for Data Collection

Data collection was done personally in thirteen (13) schools of Yola

metropolis of Adamawa State. The researcher took the questionnaire to these

schools and distributed the questionnaires to two hundred and eighty five

(285) teachers.

3.7 Methods of Data Analysis

All the information through questionnaire were compiled, analysed,

and discussed by the researcher. The researcher used descriptive and

inferential statistics where frequency counts, simple percentages and one way

analysis of variance (ANOVA) are considered appropriate for the study.

50
 CHAPTER FOUR
RESULTS AND DATA ANALYSIS

4.1 Introduction
This chapter presents data analysis and the discussion from the opinions of

respondents on the impact of staff development programmes on the performance of

teachers in secondary schools in Yola metropolis, Adamawa State Nigeria. The main

instrument used for data collection was questionnaire which contains 5 areas

representing the staff development programmes. The questionnaire contains (50) items

that relate to issues pertaining to in-service training, conferences, workshops, seminars

and mentoring.

To give the general description of data collected from respondents, frequency

counts and percentages were used to test the hypotheses one way analysis of variance

(ANOVA) was employed. Where significance differences exist, Scheffe test was

employed to ascertain the extent of differences. The significance level of 0.05 was

adopted in testing the hypotheses. The analysis and discussion of data are based on the

areas of in-service training, conferences, workshops, seminars and mentoring as

contained in the instrument.

4.2 Opinions of Respondents on the Impact of In-Service Training on the

Performance of Teachers in Secondary Schools in Yola Metropolis.
This section presents the opinions of respondents on the impact of in-service

training on the performance of teachers in secondary schools in Yola Metropolis. Item 1-

10 in the questionnaire relate to this section while item I was an attempt to find out from

respondents whether through in-service training teachers in secondary schools learn how

to plan lesson well which could enable them perform better in the class. Item 2 solicited

the opinions of respondents on whether through in-service training teachers could master
51
their subjects which improves their performances in the class. items 3,4 and 5 attempted

to find out whether through in-service training teachers learn how to control their classes,

introduce and present lesson and evaluate lesson which could help them improve in

performance, respectively.

Item 6 was an attempt to find out whether through in-service training teachers in

the secondary schools in Yola metropolis learn questioning techniques which helps to

improve their performances in the class. However, item 7 tried to find out from the

respondents on whether through in-service training teachers learn how to carry out

formative evaluation of students. Item 8 solicited the opinion of respondents on whether

through in-service training teachers learn how to carry out summative evaluation of

students. Items 9 and 10 sought the opinions of respondents on whether through in-

service training teacher‟s knowledge increases and communicate effectively which

enhances their performances in and outside the classroom.

Responses of all respondents were collected, analysed and presented in a table.

Thus, table 2 gives the details.

52
 Table 2: Opinions of Respondents on the Impact of In-service Training on the
Performance of Teachers in Secondary Schools in Yola Metropolis
S/ Item Statement Responses
N Category of Strongly Agre U D S. Tota
Agree e D l
respondents
F % F % F % F % F % F %
1 Through in-service training, 1. Principals 15 68.2 6 27.3 - - - - 1 4.5 22 8.30
teachers in my school learn 2. teachers 96 41.2 119 51.1 5 2.1 11 4.7 2 .9 233 87.9
how to plan lesson well and 3. Officials of M.O.E 6 60.0 4 40.0 - - - - - - 10 3.8
this enables them to perform
better in the class.

2 Through in-service training,

teacher sin my school master 1. Principals 12 54.5 10 45.5 - - - - - - 22 8.30
their subjects and this 2. teachers 95 40.8 119 51.1 7 3.0 10 4.3 2 .9 233 87.9
improves their performances in 3. Officials of M.O.E 5 50.0 5 50.0 - - - - - - 10 3.8
the class

3 Through in-service training,

teachers learn how to control 1. Principals 9 40.9 11 50.0 1 4.5 - - 1 4.5 22 8.30
their classes and this enhances 2. teachers 87 37.3 126 54.1 9 3.9 10 4.3 1 .4 233 87.9
their performances in the class 3. Officials of M.O.E 7 70.0 3 30.0 - - - - - - 10 3.8

4 Through in-service training,

teachers in my school learn 1. Principals 11 50.0 8 36.4 2 9.1 - - 1 4.5 22 8.30
how to introduce and present 2. teachers 87 37.3 124 53.2 13 5.6 6 2.6 3 1.3 233 87.9
lesson and it helps in 3. Officials of M.O.E 4 40.0 4 40.0 2 20. - - - - 10 3.8
improving their capacity, 0
hence improved performance
in the class

5 Through in-service training,

teachers in my school learn 1. Principals 12 54.5 9 40.9 - - - - 1 4.5 22 8.30
how to evaluate lessons, hence 2. teachers 75 32.2 127 54.5 14 6.0 13 5.6 4 1.7 233 87.9
improve their performances 3. Officials of M.O.E 9 90.0 1 10.0 - - - - - - 10 3.8

6 Through in-service training,

teachers in my school learn 1. Principals 5 27.7 12 54.5 1 4.5 3 13.6 1 4.5 22 8.30
questioning techniques, which 2. teachers 70 30.0 129 54.4 20 8.6 12 5.2 2 .9 233 87.9
helps to improve their 3. Officials of M.O.E 3 30.0 7 70.0 - - - - - - 10 3.8
performances in the class

7 Through in-service training,

teachers in my school learn 1. Principals 4 18.2 16 72.7 1 4.5 - - 1 4.5 22 8.30
how to carry out formative 2. teachers 69 29.6 120 51.5 32 13. 10 4.3 2 .9 233 87.9
evaluation of students 7
3. Officials of M.O.E 90 90.3 1 10.0 - - - - - - 10 3.8
8 Through in-service training,
teachers in my school learn 1. Principals 7 31.8 12 54.5 1 4.5 1 4.5 1 4.5 22 8.30
how to carry out summative 2. teachers 61 26.2 127 54.5 30 12. 12 5.2 3 1.3 233 87.9
evaluation of students 9
3. Officials of M.O.E 8 80.0 2 20.0 - - - - - - 10 3.8
9 Through in-service training,
teachers‟ knowledge increases 1. Principals 12 54.5 6 27.3 - - 3 13.6 1 4.5 22 8.30
and this helps to enhance their 2. teachers 112 48.1 97 41.6 16 6.9 6 2.6 2 .9 233 87.9
performances in the class 3. Officials of M.O.E 10 100.0 - - - - - - - - 10 3.8

10 Through in-service training,

teachers learn how to 1. Principals 13 59.1 9 40.9 - - - - - - 22 8.30
effectively communicate and 2. teachers 100 42.9 98 42.1 15 6.4 15 6.4 5 2.1 233 87.9
this enhances their 3. Officials of M.O.E 8 80.0 2 20.0 - - - - - - 10 3.8
performances in and outside
class

53
There is a consensus among the three categories of respondents that through in-service

training, teachers in most secondary schools in Yola metropolis learnt how to plan lesson

well and this enabled them to perform better in the class. This is evident from the

opinions of principals, teachers and officials of MOE in their response to item 1

represented by 95.5%, 92.3% and 100%, respectively. There is also consensus among the

respondents in their response to item 2 which indicates that through in-service training,

teachers in most secondary schools in Yola metropolis mastered their subjects and this

improved their performances in the class. This opinions is resultant form the responses of

principals represented by 100%, teachers 91.9% and officials of MOE 100%.

There is evidence to suggest that principals, teachers and officials of MOE agreed

that through in-service training, teachers learnt how to control their classes and this

enhanced their performances. This is evident from the respondents‟ responses where

90.9% of principals, 91.4% of teachers and 100% of officials of MOE agreed on item 3.

There is also evidence of consensus among respondents in their responses to item 4

which indicates that 86.4% of principals, 90.5% of teachers and 80% of officials of MOE

are in agreement that through in-service training teachers in most secondary schools in

Yola metropolis learnt how to introduce and present lesson and this helped in improving

their capacity, hence improved their performances in the class.

There is also consensus among the respondents in their response to item 5 which

indicates that through in-service training, teachers learnt how to evaluate lessons, hence

improved their performance. This opinion is resultant from the responses of principals

represented by 95.4%, teachers 86.7% and officials of MOE 100%. There is also

evidence to suggest that principals, teachers and officials of MOE agreed that through in-

service training, teachers in most secondary schools in Yola metropolis learnt

54
questioning techniques, which helped to improve their performances in the class. This is

evident from the respondents‟ responses where 77.2% of principals, 85.4% of teachers

and 100% of officials of MOE agreed on item 6.

There is also consensus among the three categories of respondents that through

in-service training, teachers learnt how to carry out formative evaluation of students.

This is evident from the opinions of principals, teachers and officials of MOE in their

response to item 7 represented by 90.9%, 81.1% and 90%, respectively. There is also

evidence of consensus among respondents in their responses to item 8 which indicates

that 86.3% of principals, 80.7% of teachers and 100% of officials of MOE are in

agreement that through in-service training, teachers in most secondary schools in Yola

metropolis learnt how to carry out summative evaluation of students.

There is also evidence to suggest that principals, teachers and officials of MOE

agreed that through in-service training, teachers‟ knowledge increases and this helped to

enhance their performance in the class. This is evident from the respondents‟ responses

where 81.8% of principals, 89.7% of teachers and 100% of officials of MOE agreed on

item 9. There is also evidence of consensus among respondents in their responses to item

10 which indicates that 100% of principals, 85% of teachers and 100% of officials of

MOE are in agreement that through in-service training, teachers in most secondary

schools in Yola metropolis learnt how to effectively communicate and this enhance their

performances in and outside class.

55
4.3 Opinions of Respondents on Impact of Conferences on the Performance of
Teachers in Secondary Schools in Yola Metropolis
This section presents opinions of respondents on the impact of conferences on the

performance of teachers in secondary schools in Yola Metropolis.

Items 11-20 in the questionnaire relate to this section. Items 11 and 12 solicited

the opinions of respondents on whether through conferences teachers learn how to plan

lesson well and master their subjects which could improve their performance in class.

item 13 attempted to find out whether through conferences teachers learn how to control

their classes which could inadvertedly enhance their performance in the class, while item

14 attempted to find out whether through conferences teachers learn how to introduce of

present lesson in the class.

Items 15 and 16 attempted to find out whether through conferences teachers learn

how to evaluate lessons and questioning techniques which will improve their

performance.

However items 17 and 18 sought the opinions of respondents on whether through

conferences teachers learn how to carry out formative evaluation and summative

evaluation of students. While item, 19 attempted to find out from the respondents on

whether through conferences teachers knowledge increases, item 20 was an attempt to

find out from the respondents on whether through conferences teachers learn how to

effectively communicate in and outside the classroom.

Responses of all respondents were collected, analysed and presented in a table.

Details are presented in table 3

56
 Table 3: Opinions of Respondents on the Impact of Conferences on the
Performance of Teachers in Secondary Schools in Yola Metropolis
Responses
S/ Item Statement Category of Strongly Agree U. D S.D Tota
Agree l
N respondents
F % F % F % F % F % F %
11 Through conferences, teachers 1. Principals 4 18.2 8 36.4 9 40.9 1 4.5 - - 22 8.30
in my school learn how to plan 2. teachers 61 26.2 89 38.2 38 16.3 36 15.5 9 3.9 233 87.9
lesson well and this enables 3. Officials of M.O.E - - 8 80.0 2 20.0 - - - - 10 3.8
them to perform better in the
class.
12 Through conferences, teacher
sin my school master their 1. Principals 2 9.1 9 40.9 5 29.7 6 27.3 - - 22 8.30
subjects and this improves 2. teachers 51 21.9 19 39.1 37 15.9 45 19.3 9 3.9 233 87.9
their performances in the class 3. Officials of M.O.E 1 10.0 7 70.0 2 20.0 - - - - 10 3.8
13 Through conferences, teachers
learn how to control their 1. Principals 1 4.5 2 9.1 9 40.9 5 22.7 5 22. 22 8.30
classes and this enhances their 7
performances in the class 2. teachers 55 23.6 91 39.1 27 11.6 51 21.9 9 3.9 233 87.9
3. Officials of M.O.E - - 6 60.0 4 40.0 - - - - 10 3.8
14 Through conferences, teachers
in my school learn how to 1. Principals 5 22.7 7 31.8 5 22.7 5 22.7 - - 22 8.30
introduce and present lesson 2. teachers 48 20.6 102 43.8 28 12.0 46 19.7 9 3.9 233 87.9
and it helps in improving their 3. Officials of M.O.E - - 7 70.0 3 30.0 - - - - 10 3.8
capacity, hence improved
performance in the class
15 Through conferences, teachers
in my school learn how to 1. Principals 2 2.9 7 31.8 4 18.2 8 36.4 1 4.5 22 8.30
evaluate lessons, hence 2. teachers 49 21.0 96 41.2 34 14.6 44 18.9 10 4.3 233 87.9
improve their performances 3. Officials of M.O.E - - 8 80.0 2 20.0 - - - - 10 3.8
16 Through conferences, teachers
in my school learn questioning 1. Principals 3 13.6 6 27.3 7 31.8 4 18.2 2 9.1 22 8.30
techniques, which helps to 2. teachers 49 21.0 101 43.3 32 13.7 41 17.6 10 4.3 233 87.9
improve their performances in 3. Officials of M.O.E 1 10.0 7 70.0 2 20.0 - - - - 10 3.8
the class
17 Through conferences, teachers
in my school learn how to 1. Principals 2 9.1 11 50.0 4 18.2 3 13.6 2 9.1 22 8.30
carry out formative evaluation 2. teachers 55 23.6 80 34.3 50 21.5 38 16.3 10 4.3 233 87.9
of students 3. Officials of M.O.E - - 7 70.0 3 30.0 - - - - 10 3.8
18 Through conferences, teachers
in my school learn how to 1. Principals 2 9.1 8 36.4 5 22.7 3 13.6 4 18. 22 8.30
carry out summative 2
evaluation of students 2. teachers 45 19.3 93 39.9 45 19.3 35 15.0 15 6.4 233 87.9
3. Officials of M.O.E - - 6 60.0 4 40.0 - - - - 10 3.8
19 Through conferences,
teachers‟ knowledge increases 1. Principals 3 13.6 8 36.4 6 27.3 4 18.2 1 4.5 22 8.30
and this helps to enhance their 2. teachers 75 32.2 88 37.8 29 12.4 28 12.0 13 5.6 233 87.9
performances in the class 3. Officials of M.O.E - - 5 50.0 5 5.0 - - - - 10 3.8
20 Through conferences, teachers
learn how to effectively 1. Principals 5 22.7 8 36.4 3 13.6 4 18.2 2 9.1 C 8.30
communicate and this 2. teachers 59 25.3 92 39.5 35 15.0 36 15.5 11 4.7 233 87.9
enhances their performances in 3. Officials of M.O.E - - 4 40.0 6 60.0 - - - - 10 3.8
and outside class

57
 There is a consensus among the three categories of respondents that through

conferences, teachers in most secondary schools in Yola metropolis learnt how to plan

lesson well and this enabled them to perform better in the class. This is evident from the

opinions of principals, teachers and officials of MOE in their response to item 11

represented by 54.6%, 64.4% and 80%, respectively. There is also evidence of consensus

among respondents in their responses to item 12 which indicates that 50% of principals,

61% of teachers and 80% of officials of MOE are in agreement that through conferences,

teachers mastered their subjects and this improves their performances in the class.

There is also evidence to suggest that principals, teachers and officials of MOE

agreed that through conferences, teachers learnt how to introduce and present lesson and

it helped in improving their capacity, hence improved performances in the class. This is

evident from the respondents‟ responses where 54.55 of principals, 64.4% of teachers

and 70% of officials of MOE agreed on item 14. There is also evidence of consensus

among respondents in their responses to item 17 which indicates that 59.1% of

principals, 57.9% of teachers and 70% of officials of MOE are in agreement that through

conferences, teachers in most secondary schools in Yola metropolis learnt how to carry

out formative evaluation of students.

There is also consensus among the 3 categories of respondents that through

conferences, teachers‟ knowledge increases and this helped to enhance their

performances in the class. This is evident from the opinions of principals, teachers and

officials of MOE in their responses to item 19 represented by 50%, 70% and 50%,

respectively.

58
4.4 Opinions of Respondents on the Impact of Workshop on the Performance
of Teachers in Secondary Schools in Yola Metropolis
This section contains opinions of respondents on the impact of workshops on the

performance of teachers in secondary schools in Yola metropolis.

Items 21 – 30 in the questionnaire are related to this section. Items 21 and 22

attempted to find out whether through workshops teachers learn how to plan lesson well

and master their subject areas. While item 23 solicited the opinions of respondents on

whether through workshop of teachers learn how to control their classes, item 24 try to

find out if through workshops teachers learn how to introduce and present lesson in the

class. Items 25, 26 and 27 attempted to find out whether through workshops teachers

learn how to evaluate lessons, questioning techniques and carry out formative evaluation

or students, respectively.

Item 28 was an attempt to find out whether through workshops teachers learn

how to carry out summative evaluation of students. Items 29 and 30 sought the opinions

of respondents on whether through workshops teachers‟ knowledge increases and

teachers learn how to effectively communicate in and outside classes, respectively.

Responses of all respondents were collected analysed and presented in a table.

Table 4 gives the details.

59
 Table Opinions of Respondents on the Impact of Workshop on the
4: Performance of Teachers in Secondary Schools in Yola Metropolis
Responses
Category of Strongly Agree U D S.D Tota
Agree l
respondents
S/ Item Statement
F % F % F % F % F % F %
21 Through workshops, teachers 1. Principals 11 50.0 9 40.9 1 4.5 1 4.5 - - 22 8.30
in my school learn how to plan 2. teachers 74 31.8 111 47.6 19 8.2 20 8.6 9 3.9 233 87.9
lesson well and this enables 3. Officials of M.O.E 9 90.0 1 10.0 - - - - - - 10 3.8
them to perform better in the
class.

22 Through workshops, teacher

sin my school master their 1. Principals 8 36.4 11 50.0 1 4.5 1 4.5 1 4.5 22 8.30
subjects and this improves 2. teachers 61 21.2 125 53.6 22 9.4 22 9.4 3 1.3 233 87.9
their performances in the class 3. Officials of M.O.E 10 100.0 - - - - - - - - 10 3.8

23 Through workshops, teachers

learn how to control their 1. Principals 4 18.2 14 63.6 2 9.1 1 4.5 1 4.5 22 8.30
classes and this enhances their 2. teachers 78 33.5 110 47.2 23 9.9 20 8.6 2 .9 233 87.9
performances in the class 3. Officials of M.O.E 5 50.0 5 50.0 - - - - - - 10 3.8

24 Through workshops, teachers

in my school learn how to 1. Principals 9 40.9 9 40.0 2 9.1 1 4.5 1 4.5 22 8.30
introduce and present lesson 2. teachers 75 32.2 115 49.4 22 9.4 17 7.3 4 1.7 233 87.9
and it helps in improving their 3. Officials of M.O.E 5 50.0 4 40.0 1 10. - - - - 10 3.8
capacity, hence improved 0
performance in the class

25 Through workshops, teachers

in my school learn how to 1. Principals 7 31.8 13 59.1 1 4.5 - - 1 4.5 22 8.30
evaluate lessons, hence 2. teachers 70 30.0 119 51.1 20 8.6 20 8.6 4 1.7 233 87.9
improve their performances 3. Officials of M.O.E 8 80.0 1 10.0 1 10. - - - - 10 3.8
0
26 Through workshops, teachers
in my school learn questioning 1. Principals 6 27.3 13 59.1 1 4.5 1 4.5 1 4.5 22 8.30
techniques, which helps to 2. teachers 63 27.0 126 54.1 25 10. 16 6.9 3 1.3 233 87.9
improve their performances in 7
the class 3. Officials of M.O.E 6 60.0 4 40.0 - - - - - - 10 3.8

27 Through workshops, teachers

in my school learn how to 1. Principals 7 31.8 11 50.0 2 9.1 1 4.5 1 4.5 22 8.30
carry out formative evaluation 2. teachers 57 24.5 124 53.2 31 13. 19 8.2 2 .9 233 87.9
of students 3
3. Officials of M.O.E 5 50.0 4 40.0 1 10. - - - - 10 3.8
0
28 Through workshops, teachers
in my school learn how to 1. Principals 7 31.8 10 45.5 3 13. 1 4.5 1 4.5 22 8.30
carry out summative 6
evaluation of students 2. teachers 62 26.6 118 50.6 26 11. 23 9.9 4 1.6 233 87.9
2
3. Officials of M.O.E 8 80.0 1 10.0 1 10. - - - - 10 3.8
0
29 Through workshops, teachers‟
knowledge increases and this 1. Principals 9 40.9 9 40.9 3 13. 1 4.5 - - 22 8.30
helps to enhance their 6
performances in the class 2. teachers 93 39.9 108 46.4 17 7.3 11 4.7 4 1.7 233 87.9
3. Officials of M.O.E 8 80.0 2 20.0 - - - - - - 10 3.8
30 Through workshops, teachers
learn how to effectively 1. Principals 10 45.5 11 50.0 1 4.5 - - - - 22 8.30
communicate and this 2. teachers 79 33.9 102 43.8 22 9.4 21 9.0 9 3.9 233 87.9
enhances their performances in 3. Officials of M.O.E 5 50.0 5 50.0 - - - - - - 10 3.8
and outside class

60
 There is a consensus among the three categories of respondents that through

workshop, teachers in most secondary schools in Yola metropolis learnt how to plan

lesson well and this enabled them to perform better in the class. This is evident from the

opinions of principals, teachers and officials of MOE in their responses to item 21

represented by 90.9%, 79.4% and 100%, respectively. There is also consensus among the

respondents in their responses to item 22 which indicates that through workshop,

teachers in most secondary schools in Yola metropolis mastered their subject and this

improved their performances in the class. This opinions is resultant from the responses of

principals represented by 86.4% teachers 79.8% and officials of MOE 100%.

There is evidence to suggest that principals, teachers and officials of MOE agreed

that through workshop, teachers learnt how to control their classes and this enhanced

their performances. This is evident from the respondents‟ responses where 81.8% of

principals, 80.7% of teachers and 100% of officials of MOE agreed on item 23. There is

also evidence of consensus among respondents in their responses to item 24 which

indicates that 81.8% of principals, 81.6% of teachers and 90% of officials of MOE are in

agreement that through workshop, teachers in most secondary schools in Yola metropolis

learnt how to introduce and present lesson and this helped in improving their capacity,

hence improved their performances in the class.

There is also consensus among the respondents in their responses it item 25

which indicates that through workshop, teachers learnt how to evaluate lessons, hence

improved their performance. This opinion is resultant from the responses of principals

represented by 90.9%, teachers 81.1% and officials of MOE 90.0%. There is also

evidence to suggest that principals, teachers and officials of MOE agreed that through

workshop, teachers in most secondary schools in Yola metropolis learnt questioning

61
techniques, which helped to improve their performances in the class. This is evident from

the respondents‟ responses where 86.4% of principals, 81.1% of teachers and 100% of

official of MOE agreed on item 26.

There is also consensus among the three categories of respondents that through

workshop, teachers learnt how to carry out formative evaluation of students. This is

evident from the opinions of principals, teachers and officials of MOE in their response

to item 27 represented by 81.8%, 77.7% and 90%, respectively. There is also evidence of

consensus among respondents in their responses to item 28 which indicates that 77.3% of

principals, 77.2% of teachers and 90% of officials of MOE are in agreement that through

workshop, teachers in most secondary schools in Yola metropolis learnt how to carry out

summative evaluation of students.

There is also evidence to suggest that principals, teachers and officials of MOE

agreed that through workshop, teachers‟ knowledge increase and this helped to enhance

their performance in the class. This is evident from the respondents‟ responses where

81.8% of principals, 86.3% of teachers and 100% of officials of MOE agreed on item 29.

There is also evidence of consensus among respondents in their responses to item 30

which indicates that 95.5% of principals, 77.7% of teachers and 100% of officials of

MOE are in agreement that through workshop, teachers in most secondary schools in

Yola metropolis learnt how to effectively communicate and this enhance their

performances in and outside the class.

62
4.5 Opinions of Respondents on the Impact of Seminars on the Performance
of Teachers in Secondary Schools in Yola Metropolis
This section contains opinions of respondents on the impact of seminars on the

performance of teachers in secondary schools in Yola metropolis.

Items 31 – 40 in the questionnaire are related to this section. Items 31 and 32

attempted to find out whether through seminars teachers in secondary schools in yola

metropolis learn how to plan lesson well and master their subjects which improves their

performance in the class, respectively. While item 33 was an attempt to find out whether

through seminars teachers learn how to control their classes, item 34 was an attempt to

find out whether teachers learn how to introduce and present lesson through seminars.

Items 35, 36 and 37 attempted to find out whether through seminars teachers learn how

to evaluate lessons, questioning techniques and how to carry out formative evaluation of

students, respectively.

In item 38 attempt was made to find out whether through seminars teacher learn

how to carryout summative evaluation of students. Item 39 solicited the opinions of

respondents on whether through seminar teachers‟ knowledge increases which helps to

enhance the performances in the class. Lastly, item 40 solicited the opinions of

respondents on whether through seminars teachers learn how to effectively communicate

which could enhance their performances in and outside the class.

Opinions of all respondents were gathered, analysed and presented in a tabular

form. Table 5 gives the details.

63
 Table Opinions of Respondents on the Impact of Seminar on the
5: Performance of Teachers in Secondary Schools in Yola Metropolis
Responses
Category of Strongly Agree U D SD Total
Agree
respondents
S/ Item Statement
F % F % F % F % F % F %
31 Through seminar, teachers in 1. Principals 4 18.2 8 36.4 6 27.3 2 9.1 2 9.1 22 8.30
my school learn how to plan 2. teachers 62 26.6 101 43.3 14 6.0 41 17.6 15 6.4 233 87.9
lesson well and this enables 3. Officials of M.O.E 4 40.0 4 40.0 2 20.0 - - - - 10 3.8
them to perform better in the
class.

32 Through seminar,, teacher sin

my school master their subjects 1. Principals 4 18.2 9 40.9 5 22.7 3 13.6 1 4.5 22 8.30
and this improves their 2. teachers 43 18.5 115 49.4 14 6.0 49 21.0 12 5.2 233 87.9
performances in the class 3. Officials of M.O.E 5 50.0 5 50.0 - - - - - - 10 3.8

33 Through seminar,, teachers

learn how to control their 1. Principals 2 9.1 9 40.9 5 22.7 5 22.7 1 4. 22 8.30
classes and this enhances their 2. teachers 52 2.3 105 45.1 25 10.7 39 16.7 12 5.2 233 87.9
performances in the class 3. Officials of M.O.E 3 30.0 6 60.0 1 10.0 - - - - 10 3.8

34 Through seminar, teachers in

my school learn how to 1. Principals 3 13.6 10 45.5 3 13.6 5 22.7 1 4.5 22 8.30
introduce and present lesson 2. teachers 56 24.0 106 45.5 19 8.2 36 15.5 16 6.9 233 87.9
and it helps in improving their 3. Officials of M.O.E 4 40.0 5 50.0 1 10.0 - - - - 10 3.8
capacity, hence improved
performance in the class

35 Through seminar, teachers in

my school learn how to 1. Principals 3 13.6 10 45.5 5 22.7 3 13.6 1 4.5 22 8.30
evaluate lessons, hence 2. teachers 55 23.6 110 47.2 19 7.3 37 15.9 14 6.0 233 87.9
improve their performances 3. Officials of M.O.E 2 20.0 6 60.0 2 20.0 - - - - 10 3.8

36 Through seminar, teachers in

my school learn questioning 1. Principals 4 18.2 9 40.9 4 18.2 3 13.6 2 9.1 22 8.30
techniques, which helps to 2. teachers 49 21.0 114 48.9 27 11.6 26 11.2 17 7.3 233 87.9
improve their performances in 3. Officials of M.O.E 5 50.0 4 40.0 1 10.0 - - - - 10 3.8
the class

37 Through seminar, teachers in

my school learn how to carry 1. Principals 3 13.6 11 50.0 4 18.2 3 13.6 1 4.5 22 8.30
out formative evaluation of 2. teachers 55 23.6 95 40.8 31 13.3 41 17.6 11 4.7 233 87.9
students 3. Officials of M.O.E 4 40.0 3 30.0 3 30.0 - - - - 10 3.8

38 Through seminar, teachers in

my school learn how to carry 1. Principals 3 13.6 10 45.5 1 4.5 7 31.8 1 4.5 22 8.30
out summative evaluation of 2. teachers 43 18.5 112 48.1 30 12.9 37 15.9 11 4.7 233 87.9
students 3. Officials of M.O.E 4 40.0 4 40.0 2 20.0 - - - - 10 3.8

39 Through seminar, teachers‟

knowledge increases and this 1. Principals 4 18.2 10 45.5 2 9.1 5 22.7 1 4.5 22 8.30
helps to enhance their 2. teachers 77 33.0 101 43.3 15 6.4 32 13.7 8 3.4 233 87.9
performances in the class 3. Officials of M.O.E 3 30.0 6 60.0 - - 1 10.0 - - 10 3.8

40 Through seminar, teachers

learn how to effectively 1. Principals 4 18.2 8 36.4 5 22.7 3 13.6 2 9.1 22 8.30
communicate and this 2. teachers 56 24.0 112 48.1 23 9.9 28 12.0 14 6.0 233 87.9
enhances their performances in 3. Officials of M.O.E 5 50.0 2 20.0 3 30.0 - - - - 10 3.8
and outside class

There is a consensus among the three categories of respondents that through

seminars, teachers in most secondary schools in Yola metropolis learnt how to plan

lesson well and this enabled them to perform better in the class. This is evident from the

opinions of principals, teachers and officiates of MOE in their responses to item 31

represented by 54.6%, 69.9% and 80%, respectively. There is also consensus among the

respondents in their responses to item 32 which indicates that through seminars, teachers
64
in most secondary schools in Yola metropolis mastered their subjects and this improved

their performances in the class. This opinion is resultant from the responses of principals

represented by 59.1%, teachers 67.9% and officials of MOE 100%.

There is evidence to suggest that principals, teachers and officials of MOE agreed

that through seminars, teachers learnt how to control their classes and this enhanced their

performances. This is evident form the respondents‟ responses where 50% of principals,

67.4% of teachers and 90% of officials of MOE agreed on item 33. There is also

evidence of consensus among respondents in their responses to item 34 which indicates

that 59.1% of principals, 69.5% of teachers and 90% of officials of MOE are in

agreement that through seminars, teachers in most secondary schools in Yola metropolis

learnt how to introduce and present lesson and this helped in improving their capacity,

hence improved their performances in the class.

There is also consensus among the respondents in their responses to item 35

which indicates that through seminars, teachers learnt how to evaluate lessons, hence

improved their performance. This opinion is resultant from the responses of principals

represented by 59.1%, teachers 70.8% and officials of MOE 80%. There is also evidence

to suggest that principals, teachers and officials of MOE agreed that through seminars,

teachers in most secondary schools in Yola metropolis leant questioning techniques,

which helped to improve their performances in the class. This is evident from the

respondents‟ responses where 59.1% of principals, 69.9% of teachers and 90% of

officials of MOE agreed on item 36.

There is also consensus among the three categories of respondents that through

seminars, teachers learnt how to carry out formative evaluation of students. This is

evident from the opinions of principals, teachers and officials of MOE in their responses

65
to item 37 represented by 63.6%, 64.4% and 70%, respectively. There is also evidence of

consensus among respondents in their responses to item 38 which indicates that 59.1% of

principals, 66.6% of teachers and 80% of a officials of MOE are in agreement that

through seminars, teachers in most secondary schools in Yola metropolis learnt how to

carry out summative evaluation of students.

There is also evidence to suggest that principals, teachers and officials of MOE

agreed that through seminars, teachers‟ knowledge increases and this helped to enhance

their performance in the class. This is evident from the respondents‟ responses where

63.7% of principals, 76.3% of teachers and 90% of officials of MOE agreed on item 39.

There is also evidence of consensus among respondents in their responses to item 40

which indicates that 54.6% of principals, 72.1% of teachers and 70% of officials of MOE

are in agreement that through seminars, teachers in most secondary schools in Yola

metropolis learnt how to effectively communicate and this enhance their performances in

and outside class.

4.6 Opinions of Respondents on the Impact of Mentoring on the Performance

of Teachers in Secondary Schools in Yola Metropolis

This section contains opinions of respondents on the impact of mentoring on the

performance of teachers in secondary schools in Yola Metropolis.

Items 41 – 50 in the questionnaire are related to this section. Items 41 and 42

solicited the opinions of respondents on whether through mentoring teachers in

secondary schools in Yola metropolis learn how to plan lesson well and master their

subject areas which improves their performance in the class, respectively. Items 43 and

44 attempted to find out whether through mentoring teachers learn how to control their

66
classes and how to introduce and present lessons, hence improves performance in the

class.

In items 45, 46 and 47 attempts were made to find out whether through mentoring

teachers learn how to evaluate lessons, questioning techniques and how to carry out

formative evaluation of students, respectively. Items 48 and 49 attempted to find out

whether through mentoring teachers learn how to carry out summative evaluation of

students and teachers‟ knowledge increases which helps to enhance their performance in

the class, respectively. Lastly in item 50 the researcher solicited the opinions of

respondents on whether through mentoring teachers learn how to effectively

communicate to enhance their performances in and outside the class.

Responses of all respondents were collected, analysed and presented in a table.

Table 6 gives the details.

67
 Table Opinions of Respondents on the Impact of Mentoring on the
6: Performance of Teachers in Secondary Schools in Yola Metropolis
Responses
Category of Strongly Agree U D S.D Total
Agree
respondents
S/ Item Statement
F % F % F % F % F % F %
41 Through mentoring, teachers in 1. Principals 7 31.8 11 50.0 2 9.1 2 9.1 - - 22 8.30
my school learn how to plan 2. teachers 58 24.9 116 49.8 14 6.0 31 13.3 14 6.0 233 87.9
lesson well and this enables 3. Officials of M.O.E 6 60.0 3 30.0 1 10.0 - - - - 10 3.8
them to perform better in the
class.

42 Through mentoring, teachers

in my school master their 1. Principals 6 27.3 13 59.1 1 4.5 - - 2 9.1 22 8.30
subjects and this improves 2. teachers 47 20.2 115 49.4 29 12.4 33 14.2 9 3.9 233 87.9
their performances in the class 3. Officials of M.O.E 8 80.0 2 20.0 - - - - - - 10 3.8

43 Through mentoring, teachers

learn how to control their 1. Principals 6 27.3 11 50.0 2 9.1 1 4.5 2 9.1 22 8.30
classes and this enhances their 2. teachers 70 30.0 100 42.9 22 9.4 31 13.3 10 4.3 233 87.9
performances in the class 3. Officials of M.O.E 7 70.0 3 30.0 - - - - - - 10 3.8
44 Through mentoring, teachers in
my school learn how to 1. Principals 5 22.7 12 54.5 3 13.6 1 4.5 1 4.5 22 8.30
introduce and present lesson 2. teachers 61 26.2 103 44.2 27 11.6 33 14.2 9 3.9 233 87.9
and it helps in improving their 3. Officials of M.O.E 2 20.0 6 60.0 2 20.0 - - - - 10 3.8
capacity, hence improved
performance in the class

45 Through mentoring, teachers in

my school learn how to 1. Principals 4 18.2 14 63.6 2 9.1 - - 2 9.1 22 8.30
evaluate lessons, hence 2. teachers 65 27.9 106 45.5 25 10.7 29 12.4 8 3.4 233 87.9
improve their performances 3. Officials of M.O.E 4 40.0 5 50.0 1 10.0 - - - - 10 3.8

46 Through mentoring, teachers

in my school learn questioning 1. Principals 5 22.7 12 54.5 2 9.1 3 13.6 - - 22 8.30
techniques, which helps to 2. teachers 51 21.9 113 48.5 27 11.6 28 12.0 14 6.0 233 87.9
improve their performances in 3. Officials of M.O.E 3 30.0 5 50.0 2 20.0 - - - - 10 3.8
the class

47 Through mentoring, teachers

in my school learn how to 1. Principals 3 13.0 16 72.7 - - 1 4.5 2 9.1 22 8.30
carry out formative evaluation 2. teachers 54 23.2 102 43.8 38 16.3 31 13.3 8 3.4 233 87.9
of students 3. Officials of M.O.E 6 60.0 4 40.0 - - - - - - 10 3.8

48 Through mentoring, teachers in

my school learn how to carry 1. Principals 5 22.2 14 63.6 2 9.1 - - 1 4.5 22 8.30
out summative evaluation of 2. teachers 51 21.9 102 43.8 43 18.5 30 12.9 7 3.0 233 87.9
students 3. Officials of M.O.E 7 70.0 2 20.0 1 10.0 - - - - 10 3.8

49 Through mentoring, teachers‟

knowledge increases and this 1. Principals 5 22.7 8 36.4 3 13.6 5 22.7 1 4.5 22 8.30
helps to enhance their 2. teachers 74 31.8 100 42.9 22 9.4 29 12.4 8 3.4 233 87.9
performances in the class 3. Officials of M.O.E 6 60.0 4 40.0 - - - - - - 10 3.8

50 Through mentoring, teachers

learn how to effectively 1. Principals 4 18.2 10 45.5 3 13.6 4 18.2 1 4.5 22 8.30
communicate and this 2. teachers 65 27.9 112 48.1 22 9.4 26 11.2 8 3.4 233 87.9
enhances their performances in 3. Officials of M.O.E 6 60.0 4 40.0 - - - - - - 10 3.8
and outside class

68
 There is a consensus among the three categories of respondents that through

mentoring, teachers in most secondary schools in Yola metropolis learnt how to plan

lesson well and this enabled them to perform better in the class. This is evident from the

opinions of principals, teachers and officials of MOE in their responses to item 41

represented by 81.8%, 74.7% and 90%, respectively. There is also consensus among the

respondents in their responses to item 42 which indicates that through mentoring,

teachers in most secondary schools in Yola metropolis mastered their subject and this

improved their performances in the class. This opinion is resultant from the responses of

principals, represented by 86.4%, teachers 69.4% and officials of MOE 100%.

There is also evidence to suggest that principals, teachers and officials of MOE

agreed that through mentoring, teachers learnt how to control their classes and this

enhanced their performances. This is evident from the respondents‟ responses where

77.3% of principals, 72.9% teachers and 100% of officials of MOE agreed on item 43.

There is also evidence of consensus among respondents in their responses to item 44

which indicates that 77.2% of principals 70.4% of teachers and 80% of officials of MOE

are in agreement that through mentoring, teachers in most secondary schools in Yola

metropolis learnt how to introduce and present lesson and this helped in improving their

capacity, hence improved their performances in the class.

There is also consensus among the respondents in their responses to item 45

which indicates that through mentoring, teachers learnt how to evaluate lessons, hence

improved their performance. This opinion is resultant from the responses of principals

represented by 81.8%, teachers 73.4% and officials of MOE 90%. There is also evidence

to suggest that principals, teachers and officials of MOE agreed that through mentoring,

teachers in most secondary schools in Yola metropolis learnt questioning techniques,

69
which helped to improve their performances in the class. This is evident from the

respondents‟ responses where 77.2% of principals, 70.4% of teachers and 805 of officials

of MOE agreed on item 46.

There is also consensus among the three categories of respondents that through

mentoring, teachers learnt how to carry out formative evaluation of student. This is

evident from the opinions of principals, teachers and officials of MOE in their response

to item 47 represented by 86.3%, 67% and 10%, respectively. There is also evidence of

consensus among respondents in their responses to item 48 which indicates that 86.3% of

principals, 65.7% of teachers and 90% of officials of MOE are in agreement that through

mentoring, teachers in most secondary schools in Yola metropolis learnt how to carry out

summative evaluation of students.

There is also evidence to suggest that principals, teachers and officials of MOE

agreed that through mentoring, teachers‟ knowledge increases and this helped to enhance

their performance in the class. This is evident from the respondents‟ responses where

59.1% of principals, 74.7% of teachers and 100% of officials of MOE agreed on item 49.

There is also evidence of consensus among respondents in their responses to item 50

which indicates that 63.7% of principals, 76% of teachers and 100% of officials of MOE

are in agreement that through mentoring, teachers in most secondary schools in Yola

metropolis learnt how to effectively communicate and this enhance their performances in

and outside the class.

4.7 Hypothesis Testing

The study formulated five hypotheses. The hypotheses were tested using one way

Analysis of Variance (ANOVA) at 0.05 level of significance. The hypotheses were

70
derived from the issues raised from the objectives. The probability value and the 0.05

level of significance are used to reject or accept hypotheses. All the five hypotheses are

stated in a null form. Where significance differences exist, of Scheffe was employed to

ascertain the extent of significance differences in the opinions of respondents.

Hypothesis 1

There is no Significant Difference in the Opinions of Principals, Teachers and

Ministry of Education Officials on Impact of In-Services Training on the Performance of

Teachers in Secondary Schools in Yola Metropolis, Adamawa State.

This hypotheses is related to items 1-10 in the questionnaire. To test this

hypotheses, responses of all respondents were collected, analysed and presented in a

table. Thus table 7 gives the details.

71
Table 7: Summary of Analysis of Variance (ANOVA) on the Opinions of
Respondents on the Impact of In-Service Training on the Performance
of Teachers in Secondary Schools in Yola Metropolis, Adamawa
State.
Status Sum of square Df Mean square F Prob. F. Critical

Between 12.406 2 6.203 .074 .928 3.37

Groups

Within groups 21882.100 262 83.519

Total 218894.506 264

From table 7, it is evident that the probability if 0.928 and this is above the 0.05

level of significance. This means that there is no significant difference in the opinions of

Principals, Teachers and Ministry of Education Officials on the Impact on In-Service

Training on the Performance of Teachers in Secondary Schools in Yola Metropolis.

Therefore, the null hypothesis is retained to mean that opinion of the three groups did not

differ significantly on their views on the impact of In-Service Training on the

Performance of Teachers.

Hypothesis 2

There is no significant Difference in the Opinions of Principals, Teachers and

Ministry of Education Officials on Impact of Conference on the Performance of

Teachers in Secondary School in Yola Metropolis.

This hypotheses relates to items 11-20 in the questionnaire. To test the

hypothesis, responses of all respondents were collected, analysed and presented in a table

72
Table 8: Summary of Analysis of Variance (ANOVA) on the Opinions of
Respondents on the Impact of Conferences on the Performance of
Teachers in Secondary Schools in Yola Metropolis, Adamawa State.
Status Sum of square Df Mean square F Prob. F. Critical

Between 324.766 2 162.383 3.363 .036 3.37

Groups

Within groups 12649.068 262 48.279

Total 18134.571 264

In table 8, it could be seen that the probability value is 0.036. This is lower than

the 0.05 level of significance. This means that there is significant difference in the

opinions of Principals, Teachers and Ministry of Education Officials on impact of

Conference on the Performance of Teachers in Secondary Schools in Yola Metropolis.

Therefore, the null hypothesis is rejected to mean that there is significant difference in

the opinion of three categories of respondents.

To ascertain the extent of differences of opinions of the three categories of

respondents, Scheffe test was employed. Therefore, table 9 gives the details.

Table 9: Scheffe test on Opinions of Teachers, Principals and Ministry of

Education Officials on the Impact of Conferences on Teachers’
Performance in Secondary Schools in Yola Metropolis
Groups Mean scores Groups

Teachers Principals M.O.E Officials

Teachers 2.0341 *

Principals 3.4782 * *

M.O.E Officials 2.9452 *

From table 9, it is clear that opinions of teachers and principals differ

significantly as evident in their mean scores. Similarly, opinions of principal and M.O.E

73
Officials differ significantly as shown in their mean scores. However, opinions of

teachers and M.O.E officials do not differ significantly.

Hypothesis 3

There is no Significant Difference in the Opinions of Principals, Teachers and

ministry of Education Officials on Impact of Workshop on the Performance of Teachers

in Secondary School in Yola Metropolis.

Items related to this hypothesis range from 21 – 30 in the questionnaire. To test

the hypothesis, responses of the three categories of respondents were collected, analysed

and presented in a table. Table 10 presents the details.

Table 10: Summary of Analysis of Variance (ANOVA) on the Opinions of

Respondents on the Impact of Workshops on the Performance of
Teachers in Secondary Schools in Yola Metropolis, Adamawa State.
Status Sum of square Df Mean square F Prob. F. Critical

Between 362.967 2 181.483 2.182 .115 3.37

Groups

Within groups 21790.943 262 83.172

Total 22153.99 264

It could be observed in table 10 that the probability value is 0.115 and this is

higher than the 0.05 level of significance. This means that there is no significant

difference in the opinions of Principals, Teachers and ministry of Education Officials on

Impact of workshops on the performance of teachers in Secondary Schools in Yola

Metropolis. Therefore the null hypothesis is retained to mean that opinions of the three

groups do not differ significantly.

Hypothesis 4

74
 There is no significant difference in the opinions of Principals, Teachers and

Ministry of Education Officials on Impact of Seminar on the Performance of Teachers in

Secondary School in Yola Metropolis.

Hypothesis is related to items 31 – 40 in the questionnaire. To test the hypothesis,

responses of all respondents were collected, analysed and presented in a table. Details are

contained in table 11

Table 11: Summary of Analysis of Variance (ANOVA) on the Opinions of

Respondents on the Impact of Seminar on the Performance of
Teachers in Secondary Schools in Yola Metropolis, Adamawa State.
Status Sum of square Df Mean square F Prob. F. Critical

Between 13.607 2 6.804 0.74 0.983 4.23

Groups

Within groups 24864.200 262 94.901

Total 24877.07

From table 11, it is presented that the p. value is 0.983. This is higher than 0.05

level of significance. Thus, there is no significant difference in the opinion of

respondents with regard to impact of seminar on the performance of teachers in

secondary schools in Yola metropolis. Therefore, the hypothesis is retained.

Hypothesis 5

There is no significant difference in the opinions of Principals, Teachers and

Ministry of Education Officials on impact of Mentoring on the performance of Teachers

in Secondary School in Yola Metropolis.

Hypothesis five is related to items 41-50 in the questionnaire. To test the

hypotheses, responses of all respondents were collected, analysed and presented in a

table. Therefore, details are provided in table 12

75
Table 12: Summary of Analysis of Variance (ANOVA) on the Opinions of
Respondents on the Impact of Mentoring on the Performance of
Teachers in Secondary Schools in Yola Metropolis, Adamawa State.
Status Sum of square Df Mean square F Prob. F. Critical

Between 463.741 2 231.871 3.010 .051 3.37

Groups

Within groups 20185.217 262 77.043

Total 20648.958 264

It could be observed in table 12 that the probability valve is 0.051. It is above the

level of significance set for the study. Therefore, the hypothesis is retained. This means

the respondents and not differ in their opinions on the issues related to mentoring in

secondary schools in Yola Metropolis.

4.8 Summary of Hypotheses Testing

This section presents summary of hypotheses testing. The five hypotheses were

tested using Analysis of Variance (ANOVA) at 0.05 level of significance. Out of the five

hypotheses, four were retained and one is rejected. The one that was rejected shows

significant difference in the opinions of respondents.

To ascertain the extent of the differences, Scheffe test was employed. Thus, table 13

gives the details.

76
Table 13: Summary of Hypotheses Testing
Hypothesis Statement of hypothesis Statistics Level of p-value Decision
significance
H01 There is no significant ANOVA 0.05 0.0928 Retained
difference on the impact of In-
Services Training on the
performance of Teachers in
secondary schools in Yola
metropolis.
H02 There is no significant ANOVA 0.05 0.36 Rejected
difference on the impact of
Conferences on the
performance of Teachers in
secondary schools in Yola
metropolis.
H03 There is no significant ANOVA 0.05 0.115 Retained
difference on the impact of
Workshops on the performance
of Teachers in secondary
schools in Yola metropolis.
H04 There is no significant ANOVA 0.05 0.983 Retained
difference on the impact of
Seminar on the performance of
Teachers in secondary schools
in Yola metropolis.
H05 There is no significant ANOVA 0.05 0.51 Retained
difference on the impact of
mentoring on the performance
of Teachers in secondary
schools in Yola metropolis.

4.9 Summary of Major Findings

The study made the following findings:

1. Through In-Service Training, teachers in most secondary schools in Yola

Metropolis learnt how to plan lessons well, master their subjects, control classes,

introduce and present lessons, evaluate lessons, employ questioning techniques,

carry out formative and summative evaluation, increase their knowledge and

effectively communicate, which enhances their performances in class;

77
2. Through conferences, teachers in most secondary schools in Yola metropolis

learnt how plan lessons well, master their subjects, did not learn how to control

their classes, learnt how to introduce and present lessons, did not learn how to

evaluate lessons, learnt how to employ questioning techniques, carry out

formative and summative evaluation of students, increase their knowledge and

effectively communicate, which enhanced their performances;

3. Through Workshops, teachers in most secondary schools in Yola Metropolis

learnt how to plan lessons well, master their subjects, control classes, introduce

and present lessons, evaluate lessons, employ questioning techniques, carry out

formative and summative evaluation, increase their knowledge and effectively

communicate, which enhances their performances in class;

4. Through Seminars, teachers in most secondary schools in Yola Metropolis learnt

how to plan lessons well, master their subjects, control classes, introduce and

present lessons, evaluate lessons, employ questioning techniques, carry out

formative and summative evaluation, increase their knowledge and effectively

communicate, which enhances their performances in class;

5. Through Mentoring, teachers in most secondary schools in Yola Metropolis

learnt how to plan lessons well, master their subjects, control classes, introduce

and present lessons, evaluate lessons, employ questioning techniques, carry out

formative and summative evaluation, increase their knowledge and effectively

communicate, which enhances their performances in class.

78
4.10 Discussion of Major Findings
From the responses of the three categories of respondents, it could be deduced that

through In-Service training, teachers in most secondary schools in Yola metropolis

learnt how to plan lessons well, mastered their subjects well, learnt how to control

classes, learnt how to introduce and presents lessons, learnt how to evaluate lessons,

learnt how to use techniques for questioning, learnt how to carry out formative and

summative evaluation of students, increase their knowledge and learnt how to

effectively communicate. This invariably enhanced the performance of teachers in

the class. Therefore, it becomes necessary for the managers of secondary education

in Adamawa state to use more resources to ensure that teachers are developed

through In-Services Training.

Responses of majority of teachers and officials of MOE seem to suggest that

through conferences, teachers in most secondary schools in Yola Metropolis learnt

how to plan lessons well, mastered their subjects, learnt how to control their classes,

learnt how to introduce and present lessons, learnt how to evaluate lessons, learnt

how to ask students certain questions, leant how to carry out formative and

summative evaluation of students, increase their knowledge and learnt how to

effectively communicate. However, most principals have the opposite view. With

this development, one could say conferences are not the only means through which

teachers‟ performances could be enhanced since the principals seem to suggest that

through conferences, teachers‟ might not know how to control classes and evaluate

lessons. Perhaps, the principals may have the belief that conferences are not avenues

for teachers to learn how to control classes and evaluate lessons.

Respondents generally believed that through workshops, teachers learnt how to

plan lessons well, mastered their subjects, control classes, introduce and present
79
 lessons, evaluate lessons, questioning techniques, carry out formative and summative

evaluation, increase their knowledge and communicate effectively. Where Teachers

are developed through workshops, it is the expectation of the system that the students

will learn a lot and perform well in the examinations. This actually calls for more

considerations to be given to organisation for workshops.

It was reported by the three categories of respondents that through seminars,

Teachers in Secondary Schools in Yola Metropolis learnt how to plan lessons well,

mastered their subjects, control their classes, learnt how to introduce and present lessons,

learnt how to evaluate lessons, learnt how to ask questions, learnt how to carryout

formative and summative evaluation, increase their knowledge and effectively

communicate in and outside the classes. This findings is a pointer to the fact that

seminars is an important means through which teachers learnt effective means of

teaching. Therefore, seminars need to be organised regularly.

From the responses of the three categories of respondents, it is clear that through

Mentoring, Teachers in most Secondary School in Yola Metropolis learnt how to plan

lessons very well, mastered their subjects, controls their classes, introduce and present

lessons well, evaluate lessons very well, learnt questioning techniques, carry out

formative and summative evaluation of students very well, increase their knowledge and

effectively communicate in and outside the classroom. From this findings it could be

concluded that there are experienced teachers in most secondary schools in Yola

metropolis who mentor the in experienced teachers. This could be interpreted to mean

there is a balance in terms of distribution of experienced teachers in most secondary

schools in Yola metropolis.

80
 CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter presents summary, conclusion and recommendation thus the chapter

is organised on the following sub-headings:

i. Summary

ii. Conclusions

iii. Recommendations

iv. Suggestion for the further studies

5.2 Summary
The quality of teachers is known to be a key predictor of students‟ performance.

Teaching as a profession demand continuous development of knowledge and ability

through training programmes such as in-service, conference, workshop, seminar and

mentoring. Staff development through in-service, conference, workshop, seminar and

mentoring offer one of the most promising ways to improving classroom instruction. It is

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

techniques, handle new instructional materials or possessed the necessary information

and skills that are required for effective lesson delivery. In essence, the dream of self-

reliance, skill acquisition and entrepreneurship through education can only be realized

through a well defined programme.

The provision of staff development programmes is to keep the staff up-to-date on

the latest development in the field, ensure the promotion of professional growth, help to

improve pedagogical skills, meet particular needs, such as curriculum development and

orientation, help in leadership responsibility, help to improve mutual respect among

81
teachers, and keep teachers abreast of expanding knowledge base on education they

receive, so they can continually refine their conceptual and craft skills, it is also

imperative in enhancing teachers‟ performance in the discharge of their duties in the

secondary schools.

The study however, stressed background to the study, research questions, and

hypotheses, basic assumptions, significance of the study and scope of the study. Several

related literature were reviewed in line with formulated objectives of the study. The

literature were sourced from journals, books, internet, newspapers etc. The review

presented the conceptual framework which consist the meaning staff development,

meaning of performance, others include, impact of in-service training on the

performance of staff in an organization, impact of conference on the performance of staff

in an organisation, impact of workshop on the performance of staff in an organization,

impact of seminar on the performance of staff in an organization and impact of

mentioning on the performance of staff in an organization. This is followed by empirical

studies, where the researcher reviewed the work of other researchers‟ which are

considered as being closely related with the current study.

In respect of research methodology, the study stressed research design,

population of the study, sample and sampling techniques, instrumentation, validity of the

adopted instrument, pilot study, reliability of the instrument, procedure for data

collection and methods of data analysis. The subjects of this study are the principals, vice

principals administration and academic, teachers and officials of the ministry of

education. All information were presented in tables, described and analysed by use of

frequency and simple percentages. In order to test the five hypotheses postulated, simple

percentages and frequencies as well as one way analysis of variance (ANOVA) at 0.05

82
level of significance were used. The questionnaire was designed by the researchers based

on issues raised in the objectives. The questionnaire was pilot tested where the reliability

coefficient was found to be 0.89.

Similarly, analysis of variance statistical technique was used in testing the

hypotheses where by hypotheses 1, 3, 4 and 5 were retained. While hypothesis 2 was

rejected and Scheffe test was employed to ascertain the extent of differences of the three

categories of respondents. The findings of the study revealed that teachers‟ performance

was positively impacted through regular in-service training, workshop, seminar and

mentoring.

5.3 Conclusion

Teachers and administrators have crucial roles to play in bringing about improved

learning in students. Their ability to effectively carryout these roles would be determined

largely by the quality of staff development programmes made available to, and utilize by

them. Staff development efforts in schools should consider the complex relationship

between staff development and improvement in staff job performance. Such

improvement could then lead to marked improvement in content, process, context and

outcomes of student learning in schools. Thud the student learning outcomes would be

the starting point for further school improvement and staff development efforts (a

cyclical process).

However, on the basis of the findings, the following conclusions are made:

1. In-service training was a good means through which teachers in most secondary

schools Yola metropolis learnt how to plan lesson well, master their subjects, control

classes, introduce and present lessons, evaluate lessons, employ questioning

83
 techniques, carryout formative and summative evaluation, increase their knowledge

and effectively communicate in and outside class room.

2. Through conferences, teachers in most secondary schools in Yola metropolis learnt

how to plant lessons well, master their subject, did not learn how to control classes,

learnt how to introduce and present lessons, did not learn how to evaluate lessons,

learnt how to employ questioning techniques, carryout formative and summative

evaluation of students, increase their knowledge and effectively communicate, which

enhanced their performances

3. Through Workshops, teachers in most secondary schools in Yola Metropolis learnt

how to plan lessons well, master their subjects, control classes, introduce and present

lessons, evaluate lessons, employ questioning techniques, carry out formative and

summative evaluation, increase their knowledge and effectively communicate, which

enhances their performances in class;

4. Through Seminars, teachers in most secondary schools in Yola Metropolis learnt

how to plan lessons well, master their subjects, control classes, introduce and present

lessons, evaluate lessons, employ questioning techniques, carry out formative and

summative evaluation, increase their knowledge and effectively communicate, which

enhances their performances in class;

5. Through Mentoring, teachers in most secondary schools in Yola Metropolis learnt

how to plan lessons well, master their subjects, control classes, introduce and present

lessons, evaluate lessons, employ questioning techniques, carry out formative and

summative evaluation, increase their knowledge and effectively communicate, which

enhances their performances in class.

84
5.4 Recommendations

In line with the research findings and conclusion the following recommendations

were made:

1. There is the need for continuous permission for teachers to go on in-service training

programmes since their performance are enhanced through such trainings.

2. A policy on conduct of conference should be put in place to allow every teachers to

benefit from such training because of its desirability.

3. The need for broader and wider acquisition of knowledge by the teachers is

necessary. Therefore, the study recommended that, government should mobilize

adequate funds for regular workshops of secondary school teachers.

4. Teachers need to be acquainted with the current trends in education. The study has

therefore recommended that government should sensitize secondary school teachers

on the need for regular attendance of seminars to enable them to abreast on current

educational strategies, methods etc.

5. It has been recommended that there is the need for proper utilization of mentorship

among teachers in secondary schools.

Moreover, training and education should be provided for better performance,

greater responsibilities and higher status. As such, the training programmes should

provide for continuous evaluation by both the individual and the school to determine the

worth and effectiveness of the training activities. The result would form the basis for

future training programmes, thereby providing a continuous pathway for development

and improvement of the school staff, and lifelong learning in the students.

85
5.5 Suggestions for Further Studies

The researcher hereby suggest research in the following areas:

1. Impact of conditions of service on the performance of teachers in secondary schools.

2. Effects of leadership styles on the performance of teachers in secondary schools.

3. Impact of organizational climates on the performance of teachers in secondary

schools.

86
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91
 APPENDIX
Department of Educational
Foundation and Curriculum,
Ahmadu Bello University,
Zaria.
26th July, 2015.

Dear Respondent,

This questionnaire is designed to obtain your opinion on the Impact of Staff

Development Programmes on the Performance of Teachers in Secondary Schools in

Yola Metropolis of Adamawa State. All information given will be treated with strict and

optimum confidentiality. Thus, your sincere response will be highly appreciated.

Thank you for your anticipated cooperation.

Yours faithfully,

Sadiqa Musa

92
 QUESTIONNAIRE ON THE IMPACT OF STAFF DEVELOPMENT
PROGRAMMES ON THE PERFORMANCE OF TEACHERS IN SECONDARY
SCHOOLS DESIGNED BY B.A. MAINA (2023) FOR USE BY POST
GRADUATES STUDENTS IN CONDUCTING RESEARCHES

Tick in the appropriate box that relates to you.

SECTION A: Bio-Data
1. Status
a. Principal ( )
b. Teacher ( )
c. Official of M.O.E/Proprietor ( )

2. Gender
a. Male ( )
b. Female ( )

3. Ownership of school

a. Private ( )
b. Public ( )

4. Type of school
a. Day school ( )
b. Boarding school ( )
c. Boarding /Day ( )

5. Location of school
a. Rural ( )
b. Urban ( )

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 Tick in appropriate column that relates to your opinion

Section B: Impact of In-service training on the performance of teachers in Secondary

Schools
S/N Item Statement Strong Agree Undecided Disagree Strongly
Agree Disagree
1 Through in-service training,
teachers in my school learn how
to plan lesson well and this
enables them to perform better in
the class.
2 Through in-service training,
teacher sin my school master
their subjects and this improves
their performances in the class
3 Through in-service training,
teachers learn how to control
their classes and this enhances
their performances in the class
4 Through in-service training,
teachers in my school learn how
to introduce and present lesson
and it helps in improving their
capacity, hence improved
performance in the class
5 Through in-service training,
teachers in my school learn how
to evaluate lessons, hence
improve their performances
6 Through in-service training,
teachers in my school learn
questioning techniques, which
helps to improve their
performances in the class
7 Through in-service training,
teachers in my school learn how
to carry out formative evaluation
of students
8 Through in-service training,
teachers in my school learn how
to carry out summative
evaluation of students
9 Through in-service training,
teachers‟ knowledge increases
and this helps to enhance their
performances in the class
10 Through in-service training,
teachers learn how to effectively
communicate and this enhances
their performances in and
outside class

94
 Section C: Impact of conferences on the performance of teachers in Secondary Schools

S/N Item Statement Strong Agree Undecided Disagree Strongly

Agree Disagree
11 Through conferences, teachers
in my school learn how to plan
lesson well and this enables
them to perform better in the
class.
12 Through conferences, teacher
in my school master their
subjects and this improves their
performances in the class
13 Through conferences, teachers
learn how to control their
classes and this enhances their
performances in the class
14 Through conferences, teachers
in my school learn how to
introduce and present lesson
and it helps in improving their
capacity, hence improved
performance in the class
15 Through conferences, teachers
in my school learn how to
evaluate lessons, hence
improve their performances
16 Through conferences, teachers
in my school learn questioning
techniques, which helps to
improve their performances in
the class
17 Through conferences, teachers
in my school learn how to carry
out formative evaluation of
students
18 Through conferences, teachers
in my school learn how to carry
out summative evaluation of
students
19 Through conferences, teachers‟
knowledge increases and this
helps to enhance their
performances in the class
20 Through conferences, teachers
learn how to effectively
communicate and this enhances
their performances in and
outside class
95
Section D: Impact of workshops on the performance of teachers in Secondary Schools

S/N Item Statement Strong Agree Undecided Disagree Strongly

Agree Disagree
21 Through workshops, teachers
in my school learn how to
plan lesson well and this
enables them to perform
better in the class.
22 Through workshops, teacher
in my school master their
subjects and this improves
their performances in the class
23 Through workshops, teachers
learn how to control their
classes and this enhances their
performances in the class
24 Through workshops, teachers
in my school learn how to
introduce and present lesson
and it helps in improving their
capacity, hence improved
performance in the class
25 Through workshops, teachers
in my school learn how to
evaluate lessons, hence
improve their performances
26 Through workshops, teachers
in my school learn
questioning techniques, which
helps to improve their
performances in the class
27 Through workshops, teachers
in my school learn how to
carry out formative evaluation
of students
28 Through workshops, teachers
in my school learn how to
carry out summative
evaluation of students
29 Through workshops, teachers‟
knowledge increases and this
helps to enhance their
performances in the class
30 Through workshops, teachers
learn how to effectively
communicate and this
enhances their performances
in and outside class

96
Section D: Impact of seminars on the performance of teachers in Secondary Schools

S/N Item Statement Strong Agree Undecided Disagree Strongly

Agree Disagree
31 Through seminars, teachers
in my school learn how to
plan lesson well and this
enables them to perform
better in the class.
32 Through seminars, teacher in
my school master their
subjects and this improves
their performances in the
class
33 Through seminars, teachers
learn how to control their
classes and this enhances
their performances in the
class
34 Through seminars, teachers
in my school learn how to
introduce and present lesson
and it helps in improving
their capacity, hence
improved performance in the
class
35 Through seminars, teachers
in my school learn how to
evaluate lessons, hence
improve their performances
36 Through seminars, teachers
in my school learn
questioning techniques,
which helps to improve their
performances in the class
37 Through seminars, teachers
in my school learn how to
carry out formative
evaluation of students
38 Through seminars, teachers
in my school learn how to
carry out summative
evaluation of students
39 Through seminars, teachers‟
knowledge increases and this
helps to enhance their
performances in the class
40 Through seminars, teachers
learn how to effectively
communicate and this
enhances their performances
in and outside class

97
Section D: Impact of Mentoring on the performance of teachers in Secondary Schools

S/N Item Statement Strong Agree Undecided Disagree Strongly

Agree Disagree
41 Through mentoring, teachers
in my school learn how to
plan lesson well and this
enables them to perform
better in the class.
42 Through mentoring, teacher
in my school master their
subjects and this improves
their performances in the class
43 Through mentoring, teachers
learn how to control their
classes and this enhances their
performances in the class
44 Through mentoring, teachers
in my school learn how to
introduce and present lesson
and it helps in improving their
capacity, hence improved
performance in the class
45 Through mentoring, teachers
in my school learn how to
evaluate lessons, hence
improve their performances
46 Through mentoring, teachers
in my school learn
questioning techniques, which
helps to improve their
performances in the class
47 Through mentoring, teachers
in my school learn how to
carry out formative evaluation
of students
48 Through mentoring, teachers
in my school learn how to
carry out summative
evaluation of students
49 Through mentoring, teachers‟
knowledge increases and this
helps to enhance their
performances in the class
50 Through mentoring, teachers
learn how to effectively
communicate and this
enhances their performances
in and outside class

98