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EVALUATION OF THE EXTENT OF TEACHERS’ TRAINING AND SELF-DEVELOPMENT ON SCHOOL ORGANISATIONAL PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE
Abstract:
This study aims to evaluate the impact of teachers' training and self-development on school organizational productivity in public secondary schools in Anambra State. The quality of education heavily relies on the competence and continuous professional growth of teachers. Therefore, investigating the extent to which teachers' training and self-development contribute to school productivity is crucial for enhancing educational outcomes.
The research will employ a mixed-methods approach, combining quantitative data obtained through structured questionnaires and qualitative data collected through interviews and observations. The study will target a representative sample of teachers and school administrators from various public secondary schools in Anambra State.
Quantitative data analysis will involve descriptive statistics, correlation analysis, and regression analysis to determine the relationship between teachers' training and self-development and school productivity. Qualitative data will be analyzed thematically to provide a deeper understanding of the underlying factors and mechanisms affecting the relationship.
The study expects to find that teachers' training and self-development significantly influence school organizational productivity. It is hypothesized that teachers who receive regular training and actively engage in self-development activities exhibit higher levels of instructional effectiveness, classroom management, and overall job satisfaction. Consequently, this positively impacts student academic performance, school climate, and overall school productivity.
The findings of this study will provide valuable insights for educational policymakers, school administrators, and teachers in Anambra State. The results can inform the development of evidence-based strategies and policies to enhance teachers' professional development programs, improve instructional practices, and ultimately increase school productivity.
Keywords: teachers' training, self-development, school organizational productivity, public secondary schools, Anambra State.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
EVALUATION OF THE EXTENT OF TEACHERS’ TRAINING AND SELF-DEVELOPMENT ON SCHOOL ORGANISATIONAL PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
