THE IMPACT OF MANPOWER TRAINING AND DEVELOPMENT ON TEACHERS EFFECTIVENESS AND EFFICIENCY
ABSTRACT
This research work will examine the impact of manpower training and development on teachers effectiveness and efficiency in five selected schools in Adodola Local Government Area of Ogun State. With the use of questionnaire, 5 selected secondary schools were randomly sampled, to determine the impact of manpower training and development on teacher’s effectiveness and efficiency in the classroom. Result affirmed that manpower training can help improve the classroom performance of teachers. Teachers should endeavour to attend seminars, workshop so as to develop professionally and keep pace with the advances in knowledge, most especially in their area of specialization.
TABLE OF CONTENT
PAGES
CONTENTS PAGES
Title Page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract vi
Table of contents vii
CHAPTER ONE
INTRODUCTION
- Background of the Study 1
- Statement of the Problem 5
1.3 Purpose of the Study 6
1.4 Research Question 6
1.5 Research Hypothesis 7
1.6 Significance of the Study 8
1.7 Scope and Limitation of the Study 8
1.8 Definition of Terms 9
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Introduction 10
2.1 The Concept of Manpower Training
and Development 12
2.2 Status of Teaching as a Profession 15
2.3 The Role of Teachers 16
2.4 Teacher Effectiveness Training 22
2.5 Strategies for Manpower Development 27
CHAPTER THREE
METHODOLOGY
3.0 Introduction 30
3.1 Research Design 31
3.2 Population of the Study 31
3.3 Sample and Sampling Technique 31
3.4 Research Instrument 32
3.5 Validity of the Instrument 32
3.6 Reliability of the Instrument 33
3.7 Administration of the Instrument 33
3.8 Method of the Data Analysis 33
CHAPTER FOUR
RESEARCH ANALYSIS AND INTERPRETATION OF DATA
4.1 Introduction 34
4.2 Data Analysis Interpretation 34
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of Findings 59
5.2 Conclusion 60
5.3 Recommendation 61
References 62
Appendix 65
CHAPTER ONE
INTRODUCTION
- BACKGROUND OF THE STUDY
Research on teacher’s effectiveness and efficiency has for long being of interest to educationist. However, some studies have been carried out on certain aspect of teacher’s efficiency. These studies are meager and in any case, not investigated the influence of manpower training and development on teacher’s effectiveness and efficiency.
Research evidence shows that manpower training and development is a very important factor in producing total teacher. Every educational system in any known human society requires highly skilled teaching personnel to sustain it. It is generally believe that no country can rise above the quality of its teachers. Hence, training is often organized for teachers to update their knowledge and skills (Osunde and Omoniyi, 2004). Training physically, socially and mentally are very essential in facilitating not only the level of productivity but also the development of personnel in educational set up. Knowledge is the ability, the skill, the understanding, the information, which every individual requires in order to be able to function effectively and perform efficiently. Olaniyi and Oso, (2008). In Nigeria, the need for well qualified teachers has gained pre-eminence because it is considered as a means of not only providing them with the necessary skills and knowledge needed but also those who are unwilling to leave their jobs for full-time education and programme (Imhabekhai, 1998).
Training is conceived as an organized procedure by which people learn and acquire knowledge and skills for a definite purpose (Oyitso, 1997).
Nwanchukwu (2000) also sees training as the process of increasing human efficiency through which people are offered the opportunity to acquire new skills and current knowledge require in carrying out various specialized tasks in their place of work. Training and retraining are necessary if efficiency and effectiveness are to be attained. When people are offered training, they acquire new and improved skills and knowledge that will enable them to perform better thereby enhancing their level of productivity.
Adeniyi (1995) quoted by Olaniyi and Ojo (2008) observed that manpower training and development is a work activity that can make a very significant contribution to the overall effectiveness and profitability in an educational set up. The effectiveness and success of an organization therefore lies on the people who form and work within the organization. It follows therefore that the employees in an organization are to be able to perform their duties and make meaningful contributions to the success of the organization goals.
Usually, before training or developing programmes are organized, investigation are being made through individuals and organizational appraisals to identify the training and the development programmes, an evaluation is carried out to ascertain the effectiveness of the programmed in line with the need which had been identified. It is worthy of mention that organization development follows the development of individuals who forms the organization. It follows that no organization becomes effective and efficient until the individual have and apply the required skills and knowledge. Training has been observed as part of an power development. Manpower development is a process of enlarging people’s choices in principle; these choices can be infinite and change over tome. But at all levels of development, the three essential ones are for people to live a long and healthy life, to acquire knowledge through training, and to have access to resources needed for a decent standard of living.
Man is dynamic in nature, the need to be current and relevant in all spheres of human endeavours make manpower development a necessity, to keep track with current event and methods Ajibade, (1993) Adeniyi, (1995) and Arikewuye, (1999) have drawn the attention of the entire sundry to the inestimable value of training and development. It is an avenue to acquire more and new knowledge and develop further the skills and techniques to function effectively. Manpower training is not coaxing or persuading people to do what is wanted but rather a process of creating organizational conditions that will cause personnel to strive for better performance. Oguntimehin (2001) is of the opinion that of the subjective of manpower training is to provide the skills, knowledge and aptitudes necessary to enhance teachers efficiency in adopting a good methodological approach in teaching and learning process. Teachers efficiency greatly depends on training and re-training of manpower in form of workshops, conferences and seminars which needs to be rigorously pursued to ascertain the efficiency. In the pursuance of this, the research project aimed at examining the impact of manpower training and development on teacher’s efficiency.
- STATEMENT OF THE PROBLEM
Until recently there has been a general resistance to investment in manpower training in the public service because of the belief that employees hired under a merit system must be presumed to be qualified, that they were already trained for efficiency, and that if this was not so, it was evidence that initial selection of personnel was at fault. This assumption has been jettisoned as the need for training became obvious both in need for training became obvious both in the private and the public sectors. The educationists have come to recognize that training affects a way of developing skills, enhancing quality of work and building up teacher’s efficiency. In lieu of this, it has become necessary in view of advancement in modern world to invest in training. The role played by manpower training and development can no longer be over emphasized. Absence of the training often manifest tripartite problems of incompetence, in efficiency and ineffectiveness. Therefore, this research study aimed at examining the impact of manpower training an development on teachers efficiency.
1.3 PURPOSE OF THE STUDY
The purpose of this research study is summarized as follows:
- To find out if manpower training and development determine teacher’s efficiency.
- To examine the various problems associated with manpower development.
- To find out the role of institution in manpower training and development.
- To proffer necessary suggestions that will enhance the effectiveness of manpower training and development.
1.4 RESEARCH QUESTION
In order to examine the impact of manpower training and development on teachers efficiency, the following research questions are postulated.
- What is the impact of manpower training and development on teacher’s efficiency?
- What are the various problems associated with manpower development and training.
- Is there any significant relationship between government policies and manpower training and development?
- Is there institution in charge of manpower training and development?
1.5 RESEARCH HYPOTHESIS
For the purpose of this research study, the following null hypothesis are postulated and tested.
- Manpower training has no significant impact on teacher’s efficiency.
- Manpower development has no significant relationship with teacher’s level of performance.
- There is no significant relationship between in-service training programmes on teacher’s level of performance.
1.6 SIGNIFICANCE OF THE STUDY
The result of this study will provide a basis for mobilizing the need of embarking on pre-service and in-service training so as to enhance teachers efficiency at work.
It is also believed that the findings of this study will serve as a tool to improve the drive, initiative and qualify of work of the teachers thus assist them to be more committed to achieving the goals and objectives of the educational setup and this has a tendency of enhancing effectiveness among them.
Moreover, the study will provide necessary information that will make government and private sector to organize manpower training and development for their employees from time to time so as to accord them their efficiency.
1.7 SCOPE AND LIMITATION OF THE STUDY
This research study is limited to five selected secondary schools in Ado/Odo Local Government area of Ogun State due to time factor and financial constraints.
1.8 DEFINITION OF TERMS
The following are the main operational terms used in the project.
Training: this is an organized procedure by which people learn and acquire knowledge and skills for a definite purpose.
Development: this focuses on building the knowledge and skills of organizational members so that they will be prepared to take on new responsibilities and challenges.
Manpower: this deals with the number of workers needed or available to do a particular job. It is also seen as power of human physical strength and in terms of workers available to a particular group or required for a particular task.
Manpower Development: this is defined as ways in which manpower or work force can be improved upon or modified to face greater challenge and become more effective.
Teacher: this is a person who has acquired knowledge, skills and capabilities which enables him to impact knowledge, information, skills, attitudes, belief to an immature or less experienced person will learn or believe that he is taught on a rational basis.
Efficiency: This is the ability to work well and produce the result that was intended.
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