Browsing by Author "Atere Kafayat Jumoke"

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    Influence of staff development programmes on teachers' instructional task performance in Kwara State primary Schools, Nigeria.
    (Department of Education Management, Faculty of Education, Obafemi Awolowo University, Ile-Ife Osun State., 2021) Atere Kafayat Jumoke
    The study investigated the types of staff development programmes available for primary school teachers in Kwara State; determined the frequency of conducting the programmes for the teachers; assessed the mode of selection of teachers for the programmes; and examined the influence of the development programmes on teachers task performance in Kwara State primary schools. These were with a view to providing information on the influence of development programmes on teachers task performance in Kwara State primary schools. The study adopted the descriptive survey research design. The Population of the study consisted all 14,206 public primary school teachers and 1,406 head teachers in the three senatorial districts of Kwara State. The sample for the study comprised 400 teachers and 40 head teachers which were selected using multistage sampling procedure. First, two senatorial districts were randomly selected in the State. Also, proportionate random sampling technique was used to select five and three local governments from the sampled senatorial districts (Kwara South and Kwara Central) respectively. In addition, 10 teachers with minimum of five years’ experience and one head teacher were selected from each of the sampled school using purposive sampling technique. A self-designed validated research instrument titled “Staff Development and Teachers’ Instructional Task Performance” (SDTITP) was used to collect data for the study. The reliability of the instrument was ensured with a coefficient index of 0.77. Data collected were analyzed using descriptive statistics of frequency counts and percentage scores, as well as inferential statistics of regression analysis. The results showed that in-service training (76.1%); mentoring (68.6%), seminar (63.9%); and workshop (62.7%); are the types of development programmes available for primary school teachers in Kwara State; frequencies of conducting the programme for the Kwara State primary schools teachers were once every session (88.4%) and once every term (68.2%); and the mode used by the management in selecting staff for the development programmes in Kwara State primary schools were based on bias/prejudice (68.2%), seniority (65%), and subject taught (72%). The result further showed that staff development programmes had significant influence on teachers’ task performance in Kwara State primary schools 58.9% (Adj. R2=.589), in which, in-service training programmes (B=0.245); workshop (B=0.426); seminar (B=0.400); and Mentoring (B=0.178) had a positive significant influence on teachers’ task performance respectively; conference was not significant (B=-0.154). The study concluded that the development programmes of in-sevice training, mentoring, seminar, and workshop significantly influenced teachers’ instructional task performance in Kwara State primary schools.