The Effects of Training on Teachers Job Performance

1.0 Introduction

1.1 Background of Study

Teachers are at the heart of providing quality education to students. They facilitate students' learning and ensure that they thrive academically so that they fulfill their potential and find meaningful careers. Teachers and the quality of their teaching are now widely recognized as the most critical of many important factors that combine to create overall quality of education (Darling Hammond, 2000; Leu & Price Rom, 2006; UNESCO, 2004). A study about in-service teachers' training in Jerusalem revealed that there is a significant positive relationship between teachers' training and students' test scores (Angrist and Lavy, 2001).

The cost-benefit analysis of the study also shows that teachers' training could provide a less costly way of improving students' grades than cutting down the class size or increasing the class hours. (Pascal Bressoux et al December, 2008), the way a teacher delivers knowledge/lecture is not changed by the training he/she receives. The improvement in students' performance with a trained teacher is just because of a better grip on subject matter. Training of teachers' is also necessary especially in today's environment to cope with the changing demands of the profession. Trained teachers' are in a better position to educate the students. Training could improve a teacher's knowledge on subject matter, teaching method etc.

Teacher education, training and development are a means for professional upgrading which deals with all developmental functions directed at the maintenance and enhancement of their professional competence. The quality of teachers that work in a specific educational system help in the attainment of positive learning outcomes in schools. Performance of teachers is partly dependent on their preserve training in addition to the in-service training given to the teachers. Pre-service teacher training programs (PSTP) are very crucial in order to upgrade teachers' skills, knowledge and performance and also to enable them to be more effective. On the other hand, In-service training programs (ISTP) are necessary to re-orientate teachers to new goals and values, to train them in new teaching and learning methods, to prepare them to cope with curriculum change, and to provide them with the knowledge and skills to teach new learning areas (Al-Zoubi et al., 2010).

Training and development have become the most important factor in the organizational world today, because it increases the efficiency and the effectiveness of both employees and the organization (Raja, Furqan and Khan, 2011). Employee training and development is a major force in the economic success of any institution, and educational institutions cannot afford but to develop the requisite manpower to support both the productive and service industries (Sarbeng, 2013). (Shaheen, Naqvi and Khan 2013) defined training as a systematic development of the knowledge, skills and behaviour required by employees to do adequately on confirmed task or job. According to (Amin et al., 2013) training is simply learning that is provided in order to improve performance on the present job.

Employee development is aimed at providing employees with competencies for anticipated future jobs and roles. (Sims, 2002) emphasizes that training focuses on present jobs while development prepares employees for possible future jobs. Training and development can be thought of as processes designed to enhance the professional knowledge skills and attitudes of educators so that they might, in turn, improve the learning of students. Training and development are important part of teacher preparation programs, especially for those aspects of teaching that are more skilled-like in their conception, but there are many other important aspects of teaching that can only be nurtured through reflective strategies and experiences (Rahman, et al, 2011).

In-service training program for teachers tends to increase the qualities possessed by a good teacher which positively affect the performance of a teacher. (Harris and Sass, 2001) studied effects of teacher training on teacher value added. The result showed that training of a teacher was positively associated with productivity in middle and high school math. The results further revealed that more experienced teachers appeared more effective in teaching elementary and middle school reading. In the modern world, in-service training plays a crucial and pivotal role in improvement of education.

To meet the institutional needs in term of skills and knowledge, the roles and capabilities of trainees can be improved through in-service training. Only trained teachers can set goals for teaching and can organize plans for reaching those goals (Pintrich & Schunk, 2002). Effective teachers have good strategies for helping students (Bockerts, Pitrich & Zeidner, 2000). Training works as a catalyst which provokes a significant change in a teacher, redefines role, broadens vision and enhances the attributes of a teacher. In-service teacher training enables teachers to be more systematic and logical in their teaching style (Kazmi, Pervez, Mumtaz, 2011).

1.2 Statement of Problems

Investigation revealed that there has been complaints of a steady decline in the academic performance of students. For instance, statistics released by WAEC in 2015 indicates that 25.29% of candidates passed in mathematics (A1 to C6, 23.63% passed in integrated science (A1-C6) and 50.29% passed in English (A1-C6) (Doozie, 2015). Furthermore, students who sat for the 2016 exams failed in the core subjects of Mathematics, English, Science and Social Studies. About 32 percent of the students obtained the passing grade of A to C6 in the core subjects and 19.82 percent of students obtained D7-E8, which most tertiary institutions consider as a fail score, and about 38.10 percent of students had F9.

This has generated much public outcry on the standard of the educational system. Although the blame for the decline can partly be attributed to the lack of educational infrastructure and teacher motivation, much of the problem is due to the lack of regular In-service training for teachers. In recent years, Ministry of Education has shifted focus in providing In-service training to teachers, especially the Senior High Schools Teacher, to rather providing infrastructure, failing to recognize that this infrastructure is useless without the availability of competent trained teachers to use this educational infrastructure. Hence the main objective of the study is to examine the effect of training on teacher job performance in Ijebu North LGA, Ogun state.

1.3 Aim and Objectives of Study

The aim of the study is to investigate the effects of training on teachers job performance. The specific objectives of the study are:

1. To identify the factors that contribute to the effectiveness of training programs, such as program content, duration, delivery methods, and follow-up support.
2. To investigate the relationship between participation in teacher training programs and improvements in teachers' job performance.
3. To assess the impact of training programs on teachers' teaching methods, including the integration of new pedagogical strategies and educational technologies.
4. To evaluate teachers' perceptions of the relevance and applicability of training to their daily classroom practices.
5. To examine the role of institutional support in enhancing the impact of training on teachers' job performance.
6. To explore the challenges teachers face in applying new skills and knowledge gained from training programs in the classroom.

1.4 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:

• Are there factors contribute to the effectiveness of teacher training programs in enhancing job performance?
• Is there relationship between teacher training programs and improvements in teachers' job performance?
• How do teacher training programs impact teachers' teaching methods and classroom practices?
• How do teachers perceive the relevance and applicability of the training they receive to their daily teaching activities?
• In what ways does institutional support influence the success of teacher training programs on job performance?
• What challenges do teachers face when applying new skills and knowledge gained from training programs in the classroom?
• How do different types of teacher training affect job performance in various teaching contexts?

1.5 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.

• H₀1: There is no significant relationship between teacher training programs and teachers' job performance, meaning that training does not lead to improvements in teaching methods, classroom management, or student engagement.
• H₀2: Teacher training programs significantly improve teachers' job performance, particularly in teaching methods, classroom management, and student engagement.

1.6 Significance of Study

This research work will help to enhance teacher's job performance and would contribute much to the students' performance. It will also guide the school management, government and the teachers on the required training to enhance the teacher's academic performance.

The study intended also to be used as an addition for the future business and social researchers interested in the same area. This research will also assist the current private sector to invest in education programs. The findings of this study lastly is aimed at extending implementations of the provisions of the Secondary School Educational Policies of the Government.

1.7 Scope of Study

The scope of the research is focused on the effects of training on teachers job performance. This research work will be conducted in Ijebu North LGA in Ogun state, literatures and concepts will be examined on the training of teachers and job performance and also the relationship that exist between the two.

1.8 Delimitation of the Study

Finance for the general research work will be a challenge during the course of study. Correspondents also might not be able to complete or willing to submit the questionnaires given to them. However, it is believed that these constraints will be worked on by making the best use of the available materials and spending more than the necessary time in the research work. Therefore, it is strongly believed that despite these constraint, its effect on this research report will be minimal, thus, making the objective and significance of the study achievable.

1.9 Limitations of the Study

During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:

1. 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.
2. 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).
3. 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

Teacher Training:

Teacher training refers to the process by which educators acquire the necessary skills, knowledge, and competencies to enhance their teaching effectiveness. This can include formal education, workshops, seminars, and professional development programs designed to improve various aspects of teaching, including pedagogy, classroom management, and subject-specific content (Darling-Hammond, 2017).

Job Performance:

Job performance is defined as the effectiveness with which an individual executes their professional responsibilities. In the context of teachers, job performance encompasses the quality of instruction, classroom management, student engagement, and the ability to meet curriculum goals (Campbell, 1990). It reflects how well a teacher contributes to the educational environment and student learning outcomes.

Professional Development:

Professional development refers to the ongoing process of acquiring new skills, knowledge, and qualifications through formal and informal learning opportunities. For teachers, this includes participation in workshops, seminars, and courses designed to improve teaching techniques, subject knowledge, and educational strategies (Guskey, 2002).

Pedagogical Skills:

Pedagogical skills are the techniques and strategies teachers use to facilitate learning and improve student outcomes. This includes lesson planning, teaching methods, assessment strategies, and the ability to adapt instruction to meet the diverse needs of students (Hattie, 2009).

Classroom Management:

Classroom management refers to the strategies and techniques teachers use to maintain an orderly, productive, and positive learning environment. It involves organizing the classroom, managing student behavior, and fostering a respectful and engaging atmosphere conducive to learning (Emmer & Sabornie, 2015).