CHAPTER ONE

INTRODUCTION
Background to the strudy
Education is described as the engine room for any
nation’s social and economic development as most
developed and developing nation owe their source of
development to technical and economic innovations
from education {Amadi X obuzor, 2023 Mwita,
Onyangu & Obuba 2022}
Teachers who are the provider and transmittal of
knowledge required a considerable on the job training
for self-development and to empower the student and
societies with the required skills, knowledge, values
and attitudes for personal and national development
Hoovinbhavi, 2021; Gruber 2018.
The educational systems of the contemporary societies
have witnesses many advancement rangmy from
integrating learning experiences of educational
institute to required practical realilities {Demssie,
wesselmk Biomans & Mulder 2019; iheanyichukwu,
2018} therefore, making continuous on the job training
for teachers a necessary requisite for various discipline
to reduce the gap between theoretical knowledge
acquired in the educational system and the delivery
experiences needed in the classroom.
Educational authorities and institutions globally have
seemed to accept the fact that teacher’s educational
standards should be continually increased as a
prerequisite for both personal improvement and
professional development {John and Okpara 2019}.
The college and university education and training
acquired by most teachers is not enough to perform
the necessary classroom tasks required for pupil’s and
student’s education development in this contemporary
time { Amadi & Obuzor 2023} . Teachers like other
professionals required on the job training to increase
their competence level, in order to be able to
discharge their daily teaching activities adequately
{odusely2017; Olga 2016}. Teachers that are expected
to guide students to acquired knowledge, skills and
attitude necessary for full academics integration
required by the society, and for future development
also need continuous on the job training to perform
such laudable task {Uwameiyo &Titilayo 2016}. On the
job training, is however expected to both equip
teachers with form and efficient professional
competence for the delivery of qualitative educational
instruction in the education system, since teachers are
expected to perform importance function such as
quiding, directing, evaluating and imparting
knowledge, skills and values to the students.
Teachers are responsible for managing the educational
system and need strong and efficient professional
competences, Hence they need to improve their
competences, knowledge and skill to enhance and
explore their teaching practices. Competences is a set
of knowledge, skill or attitude that enable one to
effectively perform the activities of a green occupation
or function to the standards expected in employment.
It could also be set of knowledge, skills, attitudes,
values, innovation and belief people need in order to
be successful in the job.
Competences are essentials for carrying out personal
and professional successfully. A mixture of knowledge,
skill, attitudes and personal characteristics that guide
the profession behavior, information, skills and
attitudes as per demand of profession are called
Compelencies. These make teaching and learning
environment more effective, conductive learner
friendly {Bakhru 2013} competency could also be
referred to as term used extensively bu different
people in different context, hence it is define in
different ways, Ola {2016} identified the following as
characteristics of competency. It consist one or more
skills whose mastery would enable the attachment of
the competency is link to all three domains under
which performance can be accessed. Knowledge, skills
and attitude possessing a performance dimension,
competencies are observable and demonstrable. since
competences are observable they are also measurable,
it is possible to access a competence from a teacher’s
performance. Teaching competences may require
equal amount of knowledge skills, and attitude.
The requisite competencies are also required for
curriculum implementation. According to ogwuute and
ibulom {2016} Curriculum implementation entails
putting in to practices the prescribe course of study
syllabus and subject. This involve helping the learning
acquire knowledge or experience. The learner is
importance in the curriculum implementation process.
On training program entail continuous updating of
teacher’s knowledge, skills, and interest in chosen field
workshop seminars and conferences.
Teacher need to improve knowledge and skill to
enhance improve and explore their teaching practice.
Many of the studies on competencies of teachers focus
on the teaching role of teacher in the classroom rather
than teacher’s competencies.
Teacher’s competencies have been broadening with
respect to reform studies in education, development of
teacher education scientific results of educational
science and other fields. Teachers are responsible for
operating educational system and they need strong
and efficient professional competencies. Teacher’s
competences must be review so that teacher’s
competencies should be redefined depending on the
development of the whole life of human and
education.
On the job training is the process of constant updating
of teacher’s knowledge, skills and interest in chosen
field {Nakpodia 2008} it is a means of continuous
professional growth which encourage the extension of
technical assistance by teacher’s educators. On the job
training is an integral part of staff development
programme which is organized for teachers while in
services through workshop, seminars and conferences
among other Akinbode{2016} discovered that on the
job training of teacher is closely related to the
development of job commitment. It was observed that
teachers who had low commitment to the teaching
profession prior to training became highly committed
after they were given opportunity to participate on the
job training. Teachers like medical doctors, minister
and lawyer must continue with their education after
graduation the need to constantly applynew
techniques and materials makes education in service
absolutely necessary it teachers are to become real
leaders in the various schools. They must be equipped
with a program of on the job training which is concern
with doing and not mere with listening {Amadii 2011}
teachers already on the job to reshape their
orientation toward qualitative education.
The training of teachers is one the pillars of
sustainable development and national capacity
building in any country in the world. The desired
educational capacity building in any country in the
world. The desired educational reform cannot be
achieve through curriculum in term of subject taught
and school infrastructure in alone without considering
teachers capacity to cope and meet classroom
challenges in order to respond positively to the growth
and development need of the student. On the job
training mediums exposes teachers in variety of
professional development opportunities that include
curriculum support study group and induction
programs. The position of the teachers in educating
the life of the nation is in the foremost position. It is
the teacher who became the main executor at the
level of the education until{school} in carrying out the
education process to transfer knowledge, technology
and art and transform value to their students to carry
out these task and position. It is demanded by
professional teachers namely those who master
personality social, professional and pedagogical
competencies. The mastery of the four competencies
for the teachers is an absolute in order to be able to
carry out the task of his profession. Teachers
competence to academic ability, experience in
teaching and classroom behavior, teachers who join
the profession possess underlying attributes that are
quoted by passos {2009} reffered to as stable tracts
which are essential for successful performance. The
teacher training programme enhances the academic
and professional competences of teachers, according
to Kulshrestha and Pandey(2013] competence is a
cognitive structure that facilitates specified behaviour
and is usually associated with high professional
performance. The ability of teachers to effectively
apply their competences on their job is an important
aspect that deserves the attention of educational
managers and policy makers teachers demonstrate
professional competency in the field, research
curriculum, emotional, social, cultural, communication,
and lifelong learning spheres {Cai & Engels 2013}
Statement of the Problem
The relevance of teacher’s competence is to
increase the regularity of on the job training into the
educational sector the types of on the job training
programme used in improving the teacher’s
competences , also competence levels {Job
performance, Mastery of subject matter, adherence to
professional ethinics, attitude to work} to teachers.
Background to the study
Education is described as the engine room for any
nation’s social and economic development, as most
developed and developing nations owe their source of
development to technical and economic Innovation
from education {Amadi & Obuzor, 2023; Mwita,
Onyango and Obuba 2022. Teachers who are the
provider and transmitter of knowledge,values,and
attitudes for and national
development[Hoovinbhavi,2021; Gruber 2018]. The
educational systems of the contemporary societies
have witness many advancement ranging from
integrating learning expriences of educational
institutions to required pratical realities [Demssie,
Wesselink, Biemans and Mulder, 2019; Iheanyichukwu,
2018]. Therefore, making continuous on the job
training for teacher’s a necessary requisite for various
discipline to reduce the gap between theoretical
knowledge acquired in the educational system and the
delivery expriences needed in the classroom.

Scholars such as Amadi and Obuzor,2023;

Hoovinbhavi,2021; Demssie et.al [2019], have
acknowledged that on the job training increase
teacher’s competence level and thereby , helping
teachers’ and students to increase their mastery skills
knowledge and developing self- confidence in
problem-solving. On the jobv training becomes
appropriate tools for addressing teacher’s competency
level since its emphasis is based on teacher’s
acquisition of skills,knowledge, values, and attitudes
significant to carrying out various teaching learning
tasks[Hoovinbhavi, 2021; Uraunana, 2018]. While
Amadi and Obuzor,2023; Kopelman et,al., [2011],
argue that on the job training have high tendency of
imparting teachers with the right teaching skills and
styles, appropriate materials, modern teaching tools
and acceptable attitudes. Thereby, making it an
accurate practical and necessary theoretical
knowledge required by teachers to inculcate
educational values into the students and society at
large. Therefore, on-the job training becomes a
necessary an approach that is meant to improves
teachers’ competence level with relevant skill for
student’s academic achievement and societal
development.
Educational authorities and institutions globally have
seemed to accept the fact that teacher’s educational
standards should be continually increased as a
prerequisite for both personal improvement and
education and training acquired by most teacher is not
enough to perform the necessary classroom tasks
required for pupils and students’ education
development in this contemporary time {Amadi &
Obuzor, 2023}. Teachers like other professionals
required on-the job training to increase their
competence level, in order to be able to discharge
their daily teaching activities adequately {Oduselu,
2017; Olga,2016}. Teachers that are expected to guide
students to acquire knowledge, skills and attitude
necessary for full academic integration required by the
society, and for future development also need
continuous on-the job training to perform such
laudable task {Uwameiye, &Titilayo, 2016}. On the job
training, is however, expected to both equip teachers
with firm and efficient professional competence for the
delivery of qualitative educational instruction in any
educational system, since teachers are expected to
perform important functions such as guiding, directing,
evaluating and imparting knowledge, skills and values
to the students.
On the