STAFF TRAINING AND JOB PERFORMANCE OF SECONDARY SCHOOL TEACHERS IN CALABAR METROPOLIS

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

        Teachers constitute the importance factor in the implementation of the education curriculum – the quality of teachers is known to be a key predictor of student’s performance. Stressing this point, Hammand (2001) points out that the simple most important determinant of what students learn is what teacher knows teaching as a profession demands continuous development of knowledge and ability through training programmes – such as training programmes include workshop, conferences, seminars, induction and orientation for new staff, refresher courses, in-service training and so on.

        Staff training 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 training programs for teacher are important aspect of education process that deals with art of acquiring skills in the training profession. They are essential practices that enhance subject mastery, teaching methodology and classroom management. The subject of staff training progarmmes is that it ensures the promotion of professional growth, helps to improve pedagogical skills, keeps teachers abreast with new knowledge, meets particular needs, such as curriculum development and orientation, helps in leadership responsibility, help new teacher to adjust to teaching field, helps to improve or promote mutual respect among teachers and recognize the need for modern teaching methods. (Madumere – Obike, 2007).

        In Cross River State Secondary Education Board employs both professional teachers and non-professional teachers. Most of the professional teachers have not received any other form of training after the initial pre-service training. The non-professional have never received any form of training in the art of teaching, neither were they properly inducted in to the school system.

        Thus making them ill prepared for the task of impacting knowledge – Uche and Enukoha (2004) point out that teaching in a profession, therefore, all who desire to work as teachers should be well groomed in the art of teaching.

        Brenner (2001) asset the new teacher are faced with several challenges upon beginning their teaching careers, such as, class assignment, classroom disciplines and management of extra duties, motivating student, delling with individual deference’s among students, assessing student and so on, hence the need to prvide effective staff training programmes which will assist novice teachers as they begin their teaching career.     

        Mohammed (2006), noted that many teacher after graduating have little or no opportunity for re-training and their training end as soon as they graduate with no opportunity for updating their knowledge and skills by attending seminars, workshops and conferences that will subsequently enhance their knowledge and skills and their classroom teaching.

1.2   Statements of the problems

        Cross River State Education Board has on its staff list both professional and non-professional teachers who have not received any form of in-service training after their pre – service training to update their skills and knowledge in a fast changing and technology driven world, neither do the non-professional teachers, most of whom are no well versed in the art of imparting knowledge and are often found waiting in the discharge of their duties.

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