In-Service Training and Staff Discipline as Correlates of Non-Teaching Staff Productivity in Public Secondary Schools in Southwest, Nigeria (Published)
This study investigated the relationship between in-service training, staff discipline, and the productivity of non-teaching staff in public secondary schools in Southwest Nigeria. Utilizing a descriptive survey research design, the study sampled 600 non-teaching staff from three randomly selected states, involving 120 public secondary schools. Data were gathered through two self-designed instruments: the In-service Training and Staff Discipline Questionnaire (ITSDQ) and the Non-Teaching Staff Job Productivity Questionnaire (NTSJPQ). The ITSDQ assessed in-service training and staff discipline through a 10-item Likert scale, while the NTSJPQ evaluated job productivity across 15 items. Reliability coefficients of 0.82 for the ITSDQ and 0.79 for the NTSJPQ indicated high reliability. Analysis using Pearson Product Moment Correlation (PPMC) revealed significant relationships between in-service training and non-teaching staff productivity (r = 0.638, p < 0.05) as well as between staff discipline and non-teaching staff productivity (r = 0.402, p < 0.05). These findings suggest that both factors play crucial roles in enhancing job performance. Consequently, it is recommended that school administrations prioritize continuous professional development through regular workshops, seminars, and training sessions to equip non-teaching staff with up-to-date skills and knowledge.
Keywords: Non-teaching staff, Productivity, Staff Discipline, in-service training
Extent of Implementation of ASEI-PDSI Approach in Teaching Mathematics in Secondary Schools in Butere Sub-County, Kakamega County, Kenya (Published)
Activity, Student-centred, Experiment and Improvisation (ASEI) through Plan, Do, See, improve (PDSI) is used in Strengthening Mathematics and Science Education (SMASE); most commended pedagogy for Mathematics. Butere Sub County has been performing dismally in Mathematics in Kenya Certificate of Secondary Education (KCSE) examinations. This study assessed the extent to which ASEI-PDSI is used in teaching Mathematics in secondary schools in Butere Sub County. A descriptive survey design was adopted. The target population was 103 respondents. Sampling was done by stratified random sampling technique. Questionnaires and interview schedule were used to collect data. It was revealed that Mathematics teachers rarely used ASEI-PDSI approach in teaching mathematics. This was majorly blamed on lack of enough resources for the use of the approach and the approach being time consuming. It’s hoped that the findings of the study will provide information to the Ministry of Education and education stakeholders concerning the implementation of ASEI-PDSI approach to improve performance of Mathematics.
Citation: Christine Arego, Lydia Wamocha and Eunice Majanga (2022) Extent of Implementation of ASEI-PDSI Approach in Teaching Mathematics in Secondary Schools in Butere Sub-County, Kakamega County, Kenya, British Journal of Education, Vol.10., Issue 6, pp. 67-78
Keywords: ASEI-PDSI approach, Implementation, Pedagogy, in-service training
Perception of Teachers on the Effectiveness of In-Service Education and Training at the Basic Schools in Akatsi District of Ghana (Published)
This study sought to investigate the perception of teachers on the effectiveness of in-service education and training (INSET) at the basic schools in Akatsi South District of Ghana. It also sought to find out how often in-service training programmes were organized in the district and how effective the training programme were. A descriptive cross-sectional survey was used in carrying out the investigation using a sample of 60 teachers in Akatsi District of Ghana. Also, stratified random sampling and purposive sampling techniques were used in selecting the respondents. The main instruments for data collection were questionnaire and interview. The study revealed that majority of the teachers perceived or rated INSET programmes organized for them as being adequate and very effective with regards to teaching and learning in the district. On the other hand, most of the head-teachers (70%) debunk the assertion made by the teachers that INSET programmes were very effective with regard to teaching and learning in the district. They were of the view that most teachers who attend in-service training did not perform effectively in their work with regard to understanding pupils’ errors, enhancing teachers’ knowledge, preparing effective lesson notes, selection and use of appropriate TLMs and interpreting the curriculum concerning teaching and learning in the district. It was recommended among others that the organizers of in-service training programmes in Akatsi district look for qualified instructors who understand the needs of the teachers to handle the various subject areas during INSET programmes and place more emphasis on the professional skill development aspect of the teacher.
Keywords: Effectiveness, Perception, in-service training
Perception of Teachers on the Effectiveness of Inservice Education and Training at the Basic Schools in Akatsi District of Ghana (Published)
This study sought to investigate the perception of teachers on the effectiveness of in-service education and training (INSET) at the basic schools in Akatsi South District of Ghana. It also sought to find out how often in-service training programmes were organized in the district and how effective the training programme were. A descriptive cross-sectional survey was used in carrying out the investigation using a sample of 60 teachers in Akatsi District of Ghana. Also, stratified random sampling and purposive sampling techniques were used in selecting the respondents. The main instruments for data collection were questionnaire and interview. The study revealed that majority of the teachers perceived or rated INSET programmes organized for them as being adequate and very effective with regards to teaching and learning in the district. On the other hand, most of the head-teachers (70%) debunk the assertion made by the teachers that INSET programmes were very effective with regard to teaching and learning in the district. They were of the view that most teachers who attend in-service training did not perform effectively in their work with regard to understanding pupils’ errors, enhancing teachers’ knowledge, preparing effective lesson notes, selection and use of appropriate TLMs and interpreting the curriculum concerning teaching and learning in the district. It was recommended among others that the organizers of in-service training programmes in Akatsi district look for qualified instructors who understand the needs of the teachers to handle the various subject areas during INSET programmes and place more emphasis on the professional skill development aspect of the teacher.
Keywords: Effectiveness, Perception, in-service training