1.1 Introduction
Teachers’ training is a systematic way of stimulating efficiency, high performance teacher’s productivity through learning process. According to Clotfelter et al., (2007), effective teacher use new teaching strategies pay more attention to student learning and use assessment to change their practice. These scholars insist in order teacher to be effective on students’ performance is supposed to use modern teaching and learning methods like in Nigeria system of education now days insist the use of competent base curriculum which is being implemented in primary schools (Clotfelter et al., 2007). Every educational system in any known human society requires highly skilled teaching personnel to sustain it (Igwe, 2002). It is generally believed that no educational system can rise above the quality of its teachers. Hence, qualification is necessary to upgrade and update teachers’ knowledge and skills.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
Trained teachers’ job performance is the extent that student’s performance improves after a period of instruction in a manner consistent with the goals of instruction (Olatoye, 2006). He found that evaluation based on a particular score or scores that do not span a long period may lead to a “miscarriage of judgment” in accessing teachers’ job performance. Omoniyi (2005) corroborated the findings of Olatoye (2006) by observing that effective learning and teaching include those activities that bring about the most productive and beneficial learning experience for students and promotes their development as learners.
Donal (2003), citing a number of success among school districts around the country, recommended a “Human resources management” approach to improving instruction, wherein vertical and horizontal alignment of practices enable school leaders to carry out instruction objectives. They reported on three Chicago schools that coordinated and align human resources to improve practices, including “teacher recruitment and induction, professional development activities, communication of expectation for teacher performance, specification of classroom teaching strategies, provision of encouragement and incentives, principal supervision and evaluation, and removal of poorly performing teaches”.
According to Adeyemi (2008), inadequate teachers’ preparation programmes result in majority of teachers’ inability to demonstrate adequate knowledge and understanding of the structure, function and the development of their discipline. Therefore, an effective teacher education programme is a prerequisite for a reliant education which leads to good level of confidence to the teacher and their students as a result of which learning is coordinated effectively and professionally and problems inherent in the teaching process rectified and solved (Leither, 2003).
Omoifo and Okaka (2010) said that knowledge of the subject matter is the most essential trait, factor and characteristic which the teacher must possess in order to effectively perform his responsibility as a teacher. They posited that this professional quality is based on the professional qualification of the teacher. They added that for a teacher to be effective in delivering his lesson, he must have good command of the subject matter which means, he must have an adequate understanding of the basic principles and concepts of the subject to be taught.
Martneau (2006) posited that teachers have significant impact on students’ academic achievements. Teachers directly affect how students learn, what they learn, how much they learn, the ways they interact with one another and the world around them. The effect the classroom teacher can have on students’ achievements is clear because students’ achievements begin and end with the quality of teacher. Martneau concluded that the professionally qualified teacher produces a gain of about 53 percent points in students’ achievements over one year, whereas the unqualified teacher produced achievement gains of about 14 percent points over one year.
Bruce (2005) and Byrne (2003) indicated in their research that teachers who are professionally trained demonstrate a sound understanding of instructional materials and concepts, use production tools to enhance professional tasks such as correspondence, assessment, classroom materials presentations, etc. Qualified teachers demonstrate introductory knowledge, skills and understanding of concepts related to the use of materials needed for instructional process and the continuous growth in technology, knowledge and skills to stay abreast of current and emerging technologies and informed decisions regarding the use of technology in support of students’ learning.
Oladunjoye (2005) asserted that qualified teachers have a closer understanding of activities within the school and even of its potential activities and strive to promote the stability of the academic achievement of the students. He also suggested that non − qualified teachers should be made to undergo the basic qualifying courses for teachers in order to be exposed to the pedagogical skills in teaching to ensure competencies and functional specialization just as qualified teachers.
Therefore, in Enugu South Local Government Area of Enugu State where the research was carried out, the activities that was conducted is to know the Influence of Teachers Training on the Academic Performance of Primary School Pupils.
1.3 Statement of Problems
Investigation revealed that schools are non-challant to the training, retraining and development of their teachers. This problem is to some extent noticeable where teachers are rarely sent on training and development programmes (Olaiya, 1999). For instance, new recruits are not usually given induction and orientation programmes. Even when teachers are sent on training where it is organized, (which is always on short-term basis) little or no room is given to them to display the skills acquired through promotion or increased remuneration.
It is as a result of this that it is thought necessary to examine this situation as they influence of teachers training on the academic performance of primary school pupils.
1.4 Aim and Objectives of Study
The aim of the study is to examine the Influence of Teachers Training on the Academic Performance of Primary School Pupils in Enugu South Local Government Area of Enugu State. In achieving this aim, the following specific objectives were laid out as follows:
- To determine the adequacy of the training programmes in terms of teachers participation and relevance;
- To find out the primary school teachers’ training policies of the study area teaching services commission; and
- To identify training and development programmes available for the teachers in the study area primary school pupils.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Does the training programme in terms of teachers’ participation and relevance adequate?
- What is the impact of teacher’s training on student’s academic performance in Primary School Pupils?
- What are the primary school teachers’ training policies of the study area teaching services commission?
- What are the training and development programmes available for the teachers in the study area primary school pupils?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant effect of teachers training on the academic performance of primary school pupils in the area under study
- H1: There is a significant effect of teachers training on the academic performance of primary school pupils in the area under study
Hypothesis Two
- H0: There is no significant relationship between Teachers Training and the Academic Performance of Primary School Pupils
- H1: There is a significant relationship between Teachers Training and the Academic Performance of Primary School Pupils
1.7 Significance of Study
The research findings will be beneficial to the Ministries of Education at both the federal and state levels and other agencies directly involved in human resources development, training and consultancy services especially for teachers will benefit from this study.
In addition to this, students of educational administration and the general public who are stake holders in human resources and development programmes will have information on the level and potency of staff training.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of the research is focused on the Influence of Teachers Training on the Academic Performance of Primary School Pupils in Enugu South Local Government Area of Enugu State.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research Material: availability of research material is a major setback to the scope of the study.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Training:
This is a systematic way of stimulating efficiency, high performance teacher’s productivity through learning process.
Effectiveness:
According to the oxford advanced learner dictionary (2006:469). The term effectiveness refers to produce the result that is wanted or intended, producing successful result
Teacher Effectiveness:
According to Weimer (2013:4) teacher effectiveness refers to the process of cultivating skills, stimulate interest in the subject, motivate student to learn, present material well, make subject interesting, helpful and knowledgeable, intellectual challenging, setting high standard and encourage self-initiated learning.
Student Performance:
According to Pendleton (2005), refers to the mastery of knowledge, skill and attitude which student is supposed to know as a result of instruction.
Factors:
These are things that help to produce results, which could be positive or negative.
In-service Training:
It is the training going on or continuing while still in service.
Teaching Experience:
It is the knowledge, skill acquired or gained over the years as a result of teaching.
School Environment:
It is the overall structure and surrounding where teaching and learning programmes operates within or outside educational system or institutions.
