Assessment of the Impact of Bayelsa State Education Development Trust Fund on Secondary Education in Bayelsa State, Nigeria (Published)
In Bayelsa State, Nigeria, the research evaluated the “effect of the Bayelsa State Education Development Trust Fund (BSDTF) on secondary education.” Determining the degree to which BSDTF improves staff and infrastructure development in secondary schools was the main goal of the study, which used a descriptive survey research approach. A sample of 120 instructors and 69 senior BSDTF staff members were chosen by simple random selection, and the population consisted of 5,432 teachers at government-owned secondary schools and 87 BSDTF employees. A standardised questionnaire called the “Bayelsa Education Development Trust Fund and Secondary Education Questionnaire,” which was trial-tested and verified by professionals, was used to gather data. The Cronbach Alpha Formula yielded a reliability value of 0.89. The study questions were answered using “mean and standard deviation, and the hypotheses were evaluated using t-test statistics.” With no discernible changes between teachers’ and BSDTF personnel’s comments, the results showed that BSDTF had a little impact on staff and infrastructure development in secondary schools. To properly carry out BSDTF’s primary responsibilities, it is advised that infrastructure development be given first priority and that secondary school teachers be trained.
Keywords: Bayelsa state education development trust fund, Secondary Education, Staff Development, infrastructural development
An Assessment of the Implementation of Staff Development Programmes for Manpower Sustainability in Public Secondary Schools in Cross River State, Nigeria (Published)
This study assessed the implementation of staff development programmes for manpower sustainability in Cross River State public secondary schools, Nigeria. Descriptive survey design was adopted for the study. Three research questions were raised to guide the study to a logical conclusion. The population of the study was made up of 246 secondary school administrators selected through census approach and used for the study. A researcher-designed questionnaire titled: Implementation of Staff Development Programme Survey (ISDPS) was used to elicit information from the respondents. The instrument was validated by three experts in Measurement and Evaluation, and two specialists in Educational Administration and Planning. Split-half reliability test was employed to determine the reliability of the instrument. The reliability co-efficient obtained for the instrument ranged from 0.84 to 0.91 which showed that the instrument was adequate enough for the study. Data obtained were analysed using descriptive statistics, frequency and percentages. Findings revealed that there is low implementation of induction/orientation programmes for newly recruited teachers in Cross River State public secondary schools. There is a low implementation of in-service training programmes for teachers in Cross River State public secondary schools. There is a low implementation of Information and Communication Technology training programmes for teachers in Cross River State public secondary schools. It was therefore recommended among others that the school administrators in Cross River State should encourage the teachers to engage in training and re-training programmes in order to enhance their competency in the school system.
Keywords: Implementation, Staff Development, Sustainability, manpower