IN-SERVICE TRAINING AS CORRELATES OF TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA

Abazie Genevive Anulika

Abstract


The study on the correlation of in-service training and teachers’ job performance in public secondary schools in Enugu State, Nigeria has been conducted. Research design adopted was a correlational research design and a sample of 619 public secondary school teachers was drawn through stratified random sampling techniques from a population of 6,185 teachers who made up the respondents. Three research objectives guided the study. Investigation was based on the data collected through the administration of copies of researchers’ adapted instrument titled, “In-Service Training Questionnaire (ITQ) and Teachers’ Job Performance Questionnaire (TJPQ)”. The research instrument was validated by three experts pulled from measurement and evaluation using content validity. The reliability coefficient of 0.866 was obtained in test-retest method using Pearson Product Moment Correlation. The three null hypotheses were tested at 0.05 alpha level using Regression Analysis. The major findings of the study showed that teachers mean rating on their participation in in-service training programmes was above average, teacher mean rating of their job performance was above average, and there were strong positive and significant relationships between teacher professional in-service training, teacher workshop training, teacher orientation and conference attendance and job performance in public secondary schools in Enugu State, Nigeria. From the study it was concluded that in-service training has strong correlation on teacher job performance in public secondary schools. Based on the findings, the following some recommendations were made- opportunities for in-service training programme should be made available to all categories of teachers, all stakeholders should revitalize the organization of regular seminars, workshops and conferences for old and newly employed practicing teachers and government should bear the financial burden for teachers’ in-service training programmes by making budgeting allocation for that purpose among others. Also, distance supported e-learning at school level should be encouraged.

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teachers, performance, correlates, Enugu State, Nigeria

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References


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DOI: http://dx.doi.org/10.46827/ejes.v7i11.3363

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