1.1 Background of the Study
Teachers constitute an important factor in the implementation of the curriculum. The quality of teachers is known to be a key predictor of students performance. Stressing this point, Hammad (2001) points out that the simple most important determinant of what students learn is what teachers know. Teaching as a profession demands continuous development of knowledge and ability through training programmes. Such training programmes include workshops, conferences, seminars, induction and orientation for new staff, refresher courses, in- service training and so on. Staff development has been accepted as an effective method of increasing the knowledge and skills of teachers in order to enable teachers to teach more effectively. According to Lawal (2004), staff development programmes for teachers are important aspects of education process that deal with the art of acquiring skills in the teaching profession. They are essential practices that enhance subject mastery, teaching methodology and classroom management. The objective of staff development programmes is that it ensures the promotion of professional growth, helps to improve pedagogical skills, keeps teachers abreast with new knowledge, meets particular needs, such as curriculum development and orientation, helps in leadership responsibility, helps new teachers to adjust to teaching field, helps to promote mutual respect among teachers and recognizes the need for modern teaching methods( Madumere-Obike,2007).
In Nigeria, the State Secondary Education Board employs both professional teachers and nonprofessional teachers. Most of the professional teachers have not received any other form of training after the initial pre-service training. The non- professionals have never received any form of training in the art of teaching, neither were they properly inducted into the school system. Thus making them ill prepared for the task of imparting knowledge. Uche and Enukoha (2004) points out that teaching is a profession, therefore all who desire to work as teachers should be well groomed in the art of teaching. Brennen (2001) asserts that new teachers are faced with several challenges upon beginning their teaching career; such as: class assignment, classroom discipline and management, demanding teaching loads with assignment of extra duties, motivating students, dealing with individual differences among students, assessing students and so on. Hence the need to provide effective staff development programmes which will assist novice teachers as they begin their teaching career. Mohammed (2006) noted that many teachers after graduation have little or no opportunity for re-training and their training ends as soon as they graduate with no opportunity for updating their knowledge and skills by attending seminars, workshops and conferences that will subsequently enhance their knowledge and skills and their classroom teaching. Subscribing to this view, Esu (1997) observed that there has been greater awareness
1.2 Statement of the Problem
Competition has affected teacher effective and efficient performance hence they are not having required needed skills, knowledge, attitude and the technical know-how to enhance their professional performance at their job level.
The level of performance of most teachers has been very low and discouraging thereby having negative effect on the overall teachers performance of corporate objective in secondary schools.
1.3 Objective of the Study
The main objective of this research is to examine how staff training and development serves as a tool for teacher performance to achieve organizational goals and objective efficiently.
The importance and necessity of teachers training and development will be ascertained and employee view of training will be determined.
1.4 Statement of Hypothesis
H0: There is no significant relationship between staff development and job performance in secondary schools
H1: There is a significant relationship between staff development and job performance in secondary schools
1.5 Significance of the Study
A study of this nature is important and significant, because the result will encourage management or more schools to inculcate compact training and development of their staff. The result of this story will be benefit to selected secondary schools.
1.6 Scope of the Study
The study is restricted to the impact of staff development on job performance in secondary schools.
1.7 Limitation of the Study
The researcher in the course of this work encountered certain constraints which are:
1) Time constraint as the research work is combine with other academic activities.
2) Second is the dearth of information such as low respond from respondent due to one reason or the other (e.g.) getting the historical background was a problem.
3) Lastly in financial constraint occasioned by the need for continuous sorting for information material.
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