Benue State University, Makurdi

IN-SERVICE TRAINING AS A DETERMINANT OF TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN NORTH CENTRAL NIGERIA

Dr. Margaret Uga Oluwole, Rose Uregwu Ominyi and Dr. Mahmud Pinga

Abstract

This study examined in-service training as a determinant of teachers’ job performance in public secondary schools in North Central Nigeria. The purpose of the study was to provide in-depth information on the influence of in-service training on teachers’ job performance in public secondary schools. One research question guided the study while a null hypothesis was formulated and tested. The study adopted the descriptive survey research design. The population of the study comprised 34,473 teachers from 1,949 public secondary schools. A sample of 1,737 respondents was selected through a multi-stage sampling procedure. Proportionate stratified sampling technique was used to sample the schools for the study. A simple random sampling was used to select the respondents from the sampled schools. In-Service Training and Teachers’ Job Performance Questionnaire (ISTJPQ) and In-Service Training Schedule (ISTS) were used for data collection. The reliability of the ISTJPQ yields a Cronbach alpha co-efficient of 0.97. Mean and Standard Deviation were used to answer the research question. Chi-Squire test was used to test the hypothesis at 0.05 level of significance. The result showed that in-service training has significant influence on teachers’ job performance in public secondary schools in North Central Nigeria. The study concluded that in-service is an effective developmental tool or strategies that can help public secondary school teachers to enhance their knowledge, sharpen their skills and improve their pedagogical practices that will consequently improve their job performance and improve the quality and development of education in North Central and Nigeria at large. Based on the findings of the study, it was recommended among others that government and school administrators should also encourage teachers in secondary schools to go for in-service training in order to enhance high performance in the classroom.

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