Influence of Staff Development Programmes on the Job Performance of Teachers in Secondary Schools in Jos North Local Government Area of Plateau State

Cite this article as: Dalong O. M., Gokum K. D. & Mapur J. L. (2024). Influence of Staff Development Programmes on the Job Performance of Teachers in Secondary Schools in Jos North Local Government Area of Plateau State. Proceedings of International Conference on Rethinking Security through the lens of Humanities for Sustainable National Development Interdisciplinary Perspectives. Pp. 225-236.

INFLUENCE OF STAFF DEVELOPMENT PROGRAMMES ON THE JOB PERFORMANCE OF TEACHERS IN SECONDARY SCHOOLS IN JOS NORTH LOCAL GOVERNMENT AREA OF PLATEAU STATE

By

Dr. Obadiah Mwoltok Dalong
Psychology Department, FUE Pankshin

And

Dr. Katkukah Danjuma Gokum
Curriculum Department, FUE Pankshin

And

James Luka Mapur
Curriculum Instruction, FCE, Zaria

Abstract: This study examined the influence of staff development programmes on the job performance of teachers in secondary schools in Jos North local government area of Plateau State. Four research questions and four hypotheses were formulated to guide the study. Cross-sectional survey research design was adopted for the study. The simple random comprised of 234 respondents used for the study. A structured questionnaire tagged “Influence of Staff Development Programmes on the Job Performance of Secondary School Teachers Questionnaire (ISDPJPSSTQ) was used for data collection. The research questions were answered using mean score, while hypothesis was tested using chi-square at 0.05 level of significance. Results revealed that in-service training enabled secondary school teachers in the study area to learn questioning techniques, which help to improve their performances in the class. Based on the findings, it was recommended that there is the need for continuous permission for teachers to go on in-service training programmes since their performance is enhanced through such trainings.

Keywords: Staff Development Programmes, Job Performance, Teachers, Secondary Schools, Jos North Local Government Area

Background to the Study

The importance of staff development programmes in enhancing the job performance of teachers cannot be overemphasized. Teachers are the backbone of any educational system, and their effectiveness is crucial to the success of the system (Akomolafe, 2013). However, the dynamic nature of the educational environment and the need to keep pace with changing societal demands necessitate continuous staff development (Oladunjoye, 2011).

In Nigeria, the educational system has faced numerous challenges, including inadequate teacher training, poor teacher motivation, and inadequate resources (Adeyemi, 2012). These challenges have resulted in suboptimal teacher performance, which in turn affects student learning outcomes (Okebukola, 2010). To address these challenges, staff development programmes have been implemented in various states, including Plateau State.

            Ojugo and Olubor (2021) opined that in many countries, the role and function of schools as well as what is expected of teachers change. Teachers are expected to teach in increasingly multi-cultural classrooms, to place greater emphasis on integrating students with special learning needs in the classroom and make more effective use of information and communication technologies for teaching. They are also expected to engage more in planning within evaluative and accountability frameworks. Also, due to the fast pace of global and technological developments, organizations now face new challenges. Technological advancement has moulded the need for capabilities and competencies required to perform a particular task. Thus, to cope with these challenges, more improved and effective training programmes are required by all organizations. Effective training helps the workforce to cope with new challenges more easily, and on time (Odike, 2021).

            Ojugo and Olubor (2021) contends that one of the most important components of the education system is the teacher and as such development programmes for teachers are important aspects of education processes that deal with the art of acquiring skills in the teaching profession. These are essential exercises that enhance subject mastery, teaching methodology and classroom management. The most important human resources in the secondary school are teachers. Human resources were the most dynamic of all organizations’ resources and therefore, needed considerable attention from organizations management, if they were to realize their full potential in their work. The teacher is one of the most important inputs in the educational system. He shapes the direction and influences, to a great extent, other educational inputs in the educational system. The extent to which this can be done depends on the quality and quantity of staff development received by the teachers.

According to Jalam (2015) opined that the inadequacy of human resources in term of teaching staff constitute a set back towards the achievement of educational objectives for schools as students cannot get the best input as required from quality teachers and as such the falling standard of education is attributed to unqualified teachers in the service. The inadequacy may be in terms of the number of teachers or the number of unqualified teachers, who find themselves in the service through godfathers rather than competence, or due to brain drain as the case may be. Many schools in Nigeria are deficient in terms of quality and quantity of teaching manpower especially, special education teachers and teachers who can combine theory and practice.

            In order to upgrade the teachers to meet the challenges ahead of them, several staff development programmes such as; in-service training, conferences, workshops, seminars, mentoring etc have been in place. Staff development programmes such as in-service, workshops, mentoring, seminar and conferences may be vital as Edem (2011) states that “education should be provided as a means of enriching an individual’s knowledge and developing his full personality as well as seeking to prepare people to undertake specific tasks and employment functions which are essential for the transformation of their own environment”. For a school to produce the type of people that will manage the resources of our society efficiently, the teachers must be up to date knowledgeably and skilful.

            The skills and competencies acquired because of prudent staff development programmes will enable the teachers to perform optimally if not maximally. Their performance will not only enable them give efficient and proficient services but will provide the avenues for technological advancement as well as enabling the attainment of varied policies towards reaching national most expected destination compassionately. However, Jalam (2015) lamented that for staff to be developed and intellectually equipped; training is required in all ramifications. He defined training as the process of teaching, informing, or educating people so that they may become as well qualified as possible to do their job and become qualified to perform in positions of greater difficulty and responsibility. The above has made it clear in terms of desirability of staff training, particularly teachers who are saddled with the responsibility of moulding the behaviour of their students for the benefit of the society; therefore, when teachers are trained, they will as well train the students very adequately.

            Staff development has been accepted as an effective method of increasing the knowledge and skills of teachers in order to enable teachers become more effective in their teaching roles. Lawal (2014) opined that staff development programmes for teachers are important aspects of education process that deal with the art of acquiring skills in the teaching profession. These practices are essential in enhancing the mastery of subject, teaching methodology and classroom management. The end goal of staff development programmes is to advance of professionalism by improving teachers pedagogical skills, updating them with new knowledge to meet peculiar needs with regards to curriculum development and orientation. Staff development programmes enable teachers build leadership responsibility and make necessary adjustment in the teaching field and also promote mutual respect among teachers and recognizes the need for modern teaching methods (Madumere-Obike, 2017). Despite the importance of staff development programmes, there is a dearth of empirical studies examining their impact on teacher job performance in Nigeria, particularly in Plateau State (Okebukola, 2010). This study aims to bridge this empirical gap by providing evidence-based insights into the influence of staff development programmes on teacher job performance.

Objectives of the Study

The objectives of this study are to:

1.      Examine the influence of in-service training on the job performance of secondary schools teachers in Jos North local government area of Plateau State.

2.      Ascertain the influence of workshop on the job performance of secondary schools teachers in Jos North local government area of Plateau State.

3.      Evaluate the influence of conference on the job performance of secondary schools teachers in Jos North local government area of Plateau State.

4.      Assess the influence of seminars on the job performance of secondary schools teachers in Jos North local government area of Plateau State.

Research Questions

The following research questions guided the conduct of the study.

1.      To what extent does in-service training have any influence on the job performance of secondary school teachers in Jos North local government area of Plateau State?

2.      What is the influence of workshop on the job performance of secondary schools teachers in Jos North local government area of Plateau State?

3.      To what extent do conferences have any influence on the job performance of secondary schools teachers in Jos North local government area of Plateau State?

4.      What is the influence of seminars on the job performance of secondary schools teachers in Jos North local government area of Plateau State?

Hypotheses

The following hypotheses are formulated for the purpose of this study:

1.      There is no significant influence of in-service training on the job performance of secondary schools teachers in Jos North local government area of Plateau State.

2.      There is no significant influence of workshop on the job performance of secondary schools teachers in Jos North local government area of Plateau State.

3.      There is no significant influence of conference on the job performance of secondary schools teachers in Jos North local government area of Plateau State.

4.      There is no significant influence of seminars on the job performance of secondary schools teachers in Jos North local government area of Plateau State.

Methods

Cross-sectional survey research design was adopted for the study. A survey design according to Dalong and Dashe (2024) involve a detailed and critical examination of a topic or situation with a view to finding out what is and how it is. Cross-sectional survey was involved in the study to obtain information from teachers on the opinions about the influence of staff development programmes on the job performance of teachers in secondary schools in Jos North local government area of Plateau State.

The population comprised of four hundred and forty two (442) teachers and sixty six (66) principals. Taro yamen formula for sample determination was used to determine a sample size of 234 respondents for the study. A structured questionnaire tagged “Influence of Staff Development Programmes on the Job Performance of Secondary School Teachers Questionnaire (ISDPJPSSTQ) was used for data collection. The ISDPJPSSTQ was validated through expert judgements of three Measurement and Evaluation lecturers of Educational Psychology Department of Federal University of Education Pankshin. Cronbach’s alpha reliability coefficient of 0.81 was obtained for the instrument. A criterion score of 2.50 was established for agreeing or disagreeing a factor which was derived from a four point Likert scale of Strongly Agreed, (SA), Agree (A), Disagree, (D), Strongly Disagree (SD) and rating are 4, 3, 2 and 1 respectively. The questionnaire was administered to the sampled respondents. The research questions were answered using mean score, while hypotheses were tested using chi-square at 0.05 level of significance.

Results

Research Question One

To what extent does in-service training have any influence on the job performance of secondary school teachers in Jos North local government area of Plateau State?

Table 1

Mean Score of Influence of In-service Training on the Job Performance of Secondary Schools Teachers in Jos North Local Government Area of Plateau State

S/n	Item	Weighted Mean	Standard Deviation	Decision
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	2.95	.792	Accepted
2	Through in-service training, teachers in my school master their subjects and this improves their performances in the class	2.59	.657	Accepted
3	Through in-service training, teachers learn how to control their classes and this enhances their performances in the class	2.76	1.07	Accepted
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	3.13	.648	Accepted
5	Through in-service training, teachers in my school learn how to evaluate lessons, hence improve their performances	2.57	.907	Accepted
6	Through in-service training, teachers in my school learn questioning techniques, which helps to improve their performances in the class	2.95	.792	Accepted
7	Through in-service training, teachers in my school learn how to carry out formative evaluation of students	2.59	.657	Accepted
8	Through in-service training, teachers in my school learn how to carry out summative evaluation of students	2.76	1.066	Accepted
9	Through in-service training, teachers knowledge increases and this helps to enhance their performances in the class	3.13	.648	Accepted
10	Through in-service training, teachers learn how to effectively communicate and this enhances their performances in and outside class	2.57	.907	Accepted

The results from table1 showed that all the items have their weighted means above the criterion mean 2.5. This implies that the items were accepted, that is in-service training have influence on the job performance of secondary school teachers in Jos North local government area of Plateau State. Therefore, the study affirmed from the opinion of respondents of the study those in-service training enable secondary school teachers in the study area learn questioning techniques, which help to improve their performances in the class.

Research Question Two

What is the influence of workshop on the job performance of secondary schools teachers in Jos North local government area of Plateau State?

Table 2

Mean Score of Influence of Workshop on the Job Performance of Secondary Schools Teachers in Jos North Local Government Area of Plateau State

S/n	Item	Weighted Mean	Standard Deviation	Decision
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	2.92	1.022	Accepted
2	Through in-service training, teachers in my school master their subjects and this improves their performances in the class	2.87	1.070	Accepted
3	Through in-service training, teachers learn how to control their classes and this enhances their performances in the class	2.67	1.295	Accepted
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	2.49	.643	Accepted
5	Through in-service training, teachers in my school learn how to evaluate lessons, hence improve their performances	2.70	.414	Accepted
6	Through in-service training, teachers in my school learn questioning techniques, which helps to improve their performances in the class	3.09	.965	Accepted
7	Through in-service training, teachers in my school learn how to carry out formative evaluation of students	2.87	1.070	Accepted
8	Through in-service training, teachers in my school learn how to carry out summative evaluation of students	2.59	.996	Accepted
9	Through in-service training, teachers knowledge increases and this helps to enhance their performances in the class	2.67	.589	Accepted
10	Through in-service training, teachers learn how to effectively communicate and this enhances their performances in and outside class	2.30	.905	Accepted

The results from table 2 showed that all the items except two items have their weighted means above the criterion mean 2.5. This implies that majority of the items were accepted, that is workshop training have influence on the job performance of secondary school teachers in Jos North local government area of Plateau State.

Research Question Three

To what extent do conferences have any influence on the job performance of secondary schools teachers in Jos North local government area of Plateau State?

Table 3

Mean Score Influence of Conference Training on the Job Performance of Secondary Schools Teachers in Jos North Local Government Area of Plateau State

S/n	Item	Weighted Mean	Standard Deviation	Decision
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	2.59	.657	Accepted
2	Through in-service training, teachers in my school master their subjects and this improves their performances in the class	3.15	.878	Accepted
3	Through in-service training, teachers learn how to control their classes and this enhances their performances in the class	2.76	1.066	Accepted
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	2.57	1.095	Accepted
5	Through in-service training, teachers in my school learn how to evaluate lessons, hence improve their performances	2.32	.846	Rejected
6	Through in-service training, teachers in my school learn questioning techniques, which helps to improve their performances in the class	2.70	.414	Accepted
7	Through in-service training, teachers in my school learn how to carry out formative evaluation of students	2.87	1.070	Accepted
8	Through in-service training, teachers in my school learn how to carry out summative evaluation of students	2.59	.657	Accepted
9	Through in-service training, teachers knowledge increases and this helps to enhance their performances in the class	3.15	.878	Accepted
10	Through in-service training, teachers learn how to effectively communicate and this enhances their performances in and outside class	2.57	1.095	Accepted

The results from table 3 showed that all the items except one item have their weighted means above the criterion mean 2.5. This implies that majority of the items were accepted, that is conferences training have influence on the job performance of secondary school teachers in Jos North local government area of Plateau State.

Research Question Four

What is the influence of seminars on the job performance of secondary schools teachers in Jos North local government area of Plateau State?

Table 4

Mean Score Influence of In-service Training on the Job Performance of Secondary Schools Teachers in Jos North Local Government Area of Plateau State

S/n	Item	Weighted Mean	Standard Deviation	Decision
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	3.09	.965	Accepted
2	Through in-service training, teachers in my school master their subjects and this improves their performances in the class	2.87	1.070	Accepted
3	Through in-service training, teachers learn how to control their classes and this enhances their performances in the class	2.59	.996	Accepted
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	2.67	.589	Accepted
5	Through in-service training, teachers in my school learn how to evaluate lessons, hence improve their performances	2.57	.907	Accepted
6	Through in-service training, teachers in my school learn questioning techniques, which helps to improve their performances in the class	3.13	.648	Accepted
7	Through in-service training, teachers in my school learn how to carry out formative evaluation of students	2.57	.907	Accepted
8	Through in-service training, teachers in my school learn how to carry out summative evaluation of students	2.95	.792	Accepted
9	Through in-service training, teachers knowledge increases and this helps to enhance their performances in the class	2.59	.657	Accepted
10	Through in-service training, teachers learn how to effectively communicate and this enhances their performances in and outside class	2.76	1.066	Accepted

The results from table 4 showed that all the items have their weighted means above the criterion mean 2.5. This implies that majority of the items were accepted, that is seminars training have influence on the job performance of secondary school teachers in Jos North local government area of Plateau State.

Hypotheses Testing

Research Hypothesis One

There is no significant influence of in-service training on the job performance of   secondary schools teachers in Jos North local government area of Plateau State.

Table 5: Chi-square Analysis of Influence of In-service Training on the Job Performance of Secondary Schools Teachers.

Cell	Fo	Fe df	X2 table value	X2 cal.	α  Decision
1	175	70
2	25	70 4	9.488	237.86	0.05 Ho accepted
3	10	70
Total	210	210

Source: Field Survey, 2024  

Table 5 above revealed that at df=1, α =0.05 level of significance, the chi-square calculated value of 237.86 is greater than the chi-square critical value of 9.488 (-cal. = 237.86 >crit. =9.488). Therefore, the null hypothesis (H0) is rejected (not retained), and the alternative hypothesis (Ha) is accepted (retained). This implied that in-service training has a significant influence on the job performance of secondary schools teachers in Jos North local government area of Plateau State.

 

Research Hypothesis Two

There is no significant influence of workshop on the job performance of secondary schools teachers in Jos North local government area of Plateau State.

Table 6: Chi-square Analysis of Influence of Workshop Training on the Job Performance of Secondary Schools Teachers.

Cell	Fo	Fe df	X2 table value	X2 cal.	α Decision
1	180	70
2	25	70 4	9.488	262.15	0.05 Ho accepted
3	5	70
Total	210	210

Source: Field Survey, 2024

Table 6 above revealed that at df=1, α =0.05 level of significance, the chi-square calculated value of 262.15 is greater than the chi-square critical value of 9.488 (-cal. = 262.15 >crit. =9.488). Therefore, the null hypothesis (H0) is rejected (not retained), and the alternative hypothesis (Ha) is accepted (retained). This implied that workshop have a significant influence on the job performance of secondary schools teachers in Jos North local government area of Plateau State.

Research Hypothesis Three

There is no significant influence of conference on the job performance of secondary schools teachers in Jos North local government area of Plateau State.

Table 7: Chi-square Analysis of Influence of Conferences on the Job Performance of Secondary Schools Teachers.

Cell	Fo	Fe df	X2 table value	X2 cal.	α  Decision
1	194	70
2	10	70  4	9.488	329.6	0.05 Ho accepted
3	6	70
Total	210	210

Source: Field Survey, 2024

Table 7 above revealed that at df=1, α =0.05 level of significance, the chi-square calculated value of 329.6 is greater than the chi-square critical value of 9.488 (-cal. = 329.6 >crit. =9.488). Therefore, the null hypothesis (H0) is rejected (not retained), and the alternative hypothesis (Ha) is accepted (retained). This implied that conferences have a significant influence on the job performance of secondary schools teachers in Jos North local government area of Plateau State.

Research Hypothesis Four

There is no significant influence of seminars on the job performance of secondary schools teachers in Jos North local government area of Plateau State.

 

Table 8: Chi-square Analysis of Influence of Conferences on the Job Performance of Secondary Schools Teachers.

Cell	Fo	Fe  df	X2 table value	X2 cal.	α  Decision
1	175	70
2	25	70  4	9.488	237.86	0.05 Ho accepted
3	10	70
Total	210	210

Source: Field Survey, 2024

Table 8 above revealed that at df=1, α =0.05 level of significance, the chi-square calculated value of 237.86 is greater than the chi-square critical value of 9.488 (-cal. = 237.86 >crit. =9.488). Therefore, the null hypothesis (H0) is rejected (not retained), and the alternative hypothesis (Ha) is accepted (retained). This implied that seminars have a significant influence on the job performance of secondary schools teachers in Jos North local government area of Plateau State.          

Discussion of Findings

The findings in all the Research Questions and hypotheses revealed that those in-service training enable secondary school teachers in the study area to learn questioning techniques, which help to improve their performances in the class. All the mean scores exceeding the criterion score of 2.5, indicating agreement on their statements. This finding is in line with the study of Hussaini, Sifawa, and Uba (2023) which opined that there was a significant relationship between effective staff development programmes (conferences & workshops) and teachers’ performance in senior secondary schools. This finding also agrees with the study of Chikwado and Chineka (2021) which posited that teachers who participated in staff development programmes were more effective in their job performance than those who did not, in terms of knowledge of subject matter, classroom management, teaching methods and evaluation of student's work. The study as well coincided with Ojugo and Olubor (2021) which revealed that the need for staff development is imperative since it can be seen as training to develop the desired knowledge, skills and ability of the employees to perform well on the job; Ahmed and Malik (2019) which discovered that psychological empowerment and well-being were significantly and positively related to job performance of teachers and Musa (2016) who found out that teachers’ performance was positively impacted through regular in-service training, workshops, seminars and conferences.            Conclusion

There is a positive and significant influence of staff development programmes on the job performance of Secondary Schools teachers in Jos North Local Government Area of Plateau State. The inability of teachers to improvise or utilize and maintain instructional resources results from irregular, inconsistent or lack of training and re-training through staff development programmes over the years. The adequate utilization of instructional resources such as the chalkboard/whiteboard, charts/maps, computers, Textbooks, laboratory equipment, Library books and other resources by teachers will positively make teaching effective and boost job performance through improved student’s academic achievement and enhanced teamwork among teachers in Secondary Schools of Jos North Local Government Area.

Recommendations

In line with the research findings and conclusion the following recommendations were made:

1.      There is the need for government to give permission for teachers to go on in-service training programmes since their performance is enhanced through such trainings.

2.      A policy on conduct of conference by government should be put in place to allow every teacher 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.

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