Non-teaching Staff’s Participation in Training and Development Programmes: A qualitative inquiry (Published)
The aim of the study was to discover the extent to which the Ghana Education Service (GES) ensures continuous upgrading of the competencies of the non-teaching staff of the service. The study was conducted in senior high schools in a district in the Central region of Ghana. The various non-teaching staff of the senior high schools constituted the population of the study. The study followed the qualitative approach using exploratory design to guide the conduct of the study. Interview guide was the main instrument used to generate data from the study participants. The study disclosed that the non-teaching staff of GES do attend training and development programmes, although not enough. The training and development programmes they attend mainly take the form of workshop. The participants indicated that the few training and development programmes they have attended have been beneficial to them and their service delivery. They however expressed some concerns with the programmes they attend which when addressed would help a lot. The study therefore recommends that GES should endeavour to regularly offer training and development programmes to the non-teaching staff of the senior high schools to help them updgrade their knowledge and skills to make them more effective in their service delivery.
Citation: Anane M. (2022) Non-teaching Staff’s Participation in Training and Development Programmes: A qualitative inquiry, European Journal of Training and Development Studies, Vol.9 No.2, pp.27-39
Keywords: Job Performance, Non-teaching staff, Senior High Schools, Service delivery, competency, training and development
Can Welfare Management Affect Teachers’ Performance? Evidence from Ghana (Published)
The study examined welfare management practices that affect teachers’ job performance by discussing variables such as working condition and fringe benefits. The study was guided by two research hypotheses. Descriptive survey design was adopted and the major instrument used in collecting data for the study was a questionnaire. A sample size of one hundred and sixty-five (165) teaching staff from the target population was drawn using simple random technique. Analysis of the responses revealed, inter alia, the following; (a) there was statistical significant and positive effect of working condition on teachers’ job performance, and (b) fringe benefit had statistically significant and positive effect on teachers’ job performance. It is recommended that school managements and the Ghana Education Service (GES) should ensure teachers enjoy family friendly policies, efficient and effective working conditions, and good and timely payments of fringe benefits.
Keywords: Fringe benefits, Job Performance, Working Condition, welfare management