STAFF TRAINING AND TEACHERS JOB EFFECTIVENESS IN SECONDARY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1     Background of the Study

Staff training and teacher’s effectiveness are two related processes which no organization can afford to ignore. All organizations need to be train their staff and at the same time develop them for maximum utilization.

Training is the systematic development of the knowledge skills and attitude required by an individual to perform adequately in a given task or job. The presuppose that training in any organization is aimed at given employees at all levels efficient instruction and guidance to enable them perform the job effectively and prepare themselves for promotion and advancement invalid (1998).

Many organizations meet their needs for training in adhoc and haphazard way. Training in their organization is more or less unplanned and unsystematic, other organizations set about identifying their training needs, then design training activity is a rational manner and finding assess the result of training. Such organizations are engaging in a systematic approach to the training and effectiveness of their staffs Cole (1993).

In very organization, the personnel manager is responsible for given advice and coordinating the training policy and programme of the establishment as a whole while higher managers directly control the development of the skills and potentials of their subordinates. This is so because a vast majority of all training takes place on the job.

Adenigi (1995) observed that staff training is a work activity that can make a very significant contribution to be overall effectiveness and profitability of an organization. He therefore provides a systematic approach to training which encases the main elements of training.

The effectiveness and success of an organization (school) therefore lies on the administrator and teachers within the school. In appreciation of this fact, organization like educational institution conduct final training programmes for the different levels of their man-power. The issues of major concern to most educationist today are that which concerns teachers relationship with their work terms or jobs satisfaction, productivity and effective and efficient achievement of the school objectives.

The question now is what is the relationship between the teachers and effectiveness accomplishment of their school’s task? What can be done to improve the teacher’s efficiency? To this effect this research work aimed at examining staff training and teacher’s job effectiveness in secondary school in Essien Udim Local Government Area of Akwa Ibom State.

1.2     Theoretical Framework

This research work adopts the human capital theory propounded by Schultz (1961).

Human capital theory suggests that education or training raises the productivity of workers by imparting useful skills, hence raising workers future income by increasing their life time earnings (Becker, 1994). It postulates the expenditure on training and education is costly and should be considered an investment since it is undertaken with a views to increasing personal incomes. The human capital approach is often used to explain occupational wage differentials. Human such as the ability to read and write, or in specific terms, such as the acquisition of a particular skill with a limited industrial application. In his view, human capital is similar to ‘physical means of production’, e.g, factories and machines; one can invest in human capital (via education, training, medical treatment) and one’s out puts depend partly on the rate of return on the human capital one owns.

Thus, human capital is a means of production, into which addition investment yields additional output. Human capital is substitutable, but not transferable like land, labour, or fixed capital.

According to the Human capital theory, staff training and teacher’s job effectiveness in school will be improved if successful applied. The teacher is no doubt the pilot on which qualitative education and effectiveness hang-any attempt made towards educational development and activation teacher education programme that will prepare teacher for the indispensable teacher-ship role they are expected to play. Oribabor (2000) submitted that training aimed at developing competence such as technical, human, conceptual and managerial for the furtherance of individual and organization growth, also Isyaku (2002) postulated that the process of training is a continuous one. Edem (2000) in support of this stated that training makes works realized the skills required for proficient performance most of the teachers effectiveness will be examine in the literature review.

1.3     Statement of the Problem

Insufficient provision for training of reasonable teachers to acceptable standards constituted the major causes of the poor quality of education.

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