INFLUENCE OF STAFF DEVELOPMENT PROGRAMMES AND SECONDARY SCHOOL TEACHERS’ JOB PERFORMANCE IN KADUNA STATE, NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study examines the influence of staff development programmes on the job performance of secondary school teachers in Kaduna State, Nigeria. Staff development programmes play a crucial role in enhancing teachers’ knowledge, skills, and competencies, which are vital for effective classroom instruction and student learning outcomes. The study aims to explore the relationship between staff development programmes and the job performance of secondary school teachers, with a focus on Kaduna State.
The research adopts a quantitative research design, utilizing a survey questionnaire to collect data from a sample of secondary school teachers in Kaduna State. The questionnaire measures teachers’ perceptions of staff development programmes and their self-assessed job performance. Additional demographic information such as age, gender, teaching experience, and educational qualifications will also be collected.
The findings of this study will contribute to the existing body of knowledge on the importance of staff development programmes in enhancing teachers’ job performance. It is expected that a positive relationship will be observed between participation in staff development programmes and teachers’ job performance indicators, such as instructional effectiveness, classroom management, and student engagement.
The implications of the study’s findings are significant for educational policymakers, school administrators, and teachers themselves. The results will provide insights into the design and implementation of effective staff development programmes tailored to the specific needs of secondary school teachers in Kaduna State. These findings can inform decision-making processes to improve the quality of education and ultimately enhance student learning outcomes.
In conclusion, this study aims to contribute to the understanding of the influence of staff development programmes on the job performance of secondary school teachers in Kaduna State, Nigeria. By investigating this relationship, the research seeks to provide valuable insights and recommendations for policymakers and educational stakeholders to enhance the professional development opportunities available to teachers, thereby improving overall educational quality in the region.
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