PERCEIVED INFLUENCE OF STAFF DEVELOPMENT PROGRAMMES ON THE EFFECTIVE PERFORMANCE OF TEACHERS IN COLLEGES OF EDUCATION IN DELTA STATE, NIGERIA

Abstract

The study examined the perceived influence of staff development programmes on the effective performance of teachers in Colleges of Education in Delta State, Nigeria. The population for the study was 91 subjects, made up of 69 Heads of Departments and 22 Deans from three Colleges of Education in Delta State. Due to the manageable size of the population, the entire 91 respondents were used. The instrument for data collection was a structured questionnaire validated by three Heads of Department from Federal College of Education (Technical) Asaba. Data were collected by the researcher and two trained research assistants. Data collected were analyzed with mean and t-test statistics. The results of the study identified 12 influences of in-service training on effective performance of teachers, 14 influences of teachers’ professional development on their performance, 11 hindrances to effective implementation of staff development and 10 measures to enhance staff development programmes for effective performance. The results on the hypotheses showed that there was no significant differences in the mean ratings of HODs and Deans on the influence of in-service training, professional development of teachers and measures for measures to enhance staff development programmes. On the other hand, there was significant difference in the mean ratings of HODs and Deans on the hindrances to effective implementation of staff development programmes in Colleges of Education in Delta State. The study recommended that, more proactive policies by the government to strengthen teacher training and development programmes in Nigerian schools for effective performance and service delivery of the teachers.

Keywords

• in-service training;
• professional development;
• teachers’ performance;
• colleges of education;
• delta state.