PRINCIPALS’ PERCEPTION OF THE IMPACT OF IN-SERVICE TRAINING ON TEACHERS’ PRODUCTIVITY IN SECONDARY SCHOOLS IN ENUGU STATE

Abstract

This study examined principals’ perception of the impact of in-service training on teachers’ productivity in secondary schools in Enugu State. Two research questions guided the study while two null hypotheses were tested at 0.05 level of significance. Descriptive survey design was adopted for the study. The population for this study comprised 8,816 respondents (295 principals and 8,521 teachers). The sample size was 882 respondents which comprised 30 principals and 852 teachers. The instrument for data collection titled “Principals’ Perception of the impact of In-service Training on Teachers’ Productivity Questionnaire (PPITTPQ). The instrument was face-validated by three experts. Two of the experts were from the Department of Educational Management and the other one from Measurement and Evaluation unit of the Department of Mathematics and Computer Education. The reliability co-efficient of the instrument was calculated using Cronbach Alpha statistic which yielded 0.81 and 0.79 for clusters 1 and 2. The instrument had an overall reliability index of 0.80 which indicated that the instrument was reliable and therefore considered appropriate for use. Mean scores with standard deviation were used to answer the research questions, and t-test statistic was used to test the hypotheses at 0.05 level of significance. The findings of the study showed that attending workshops and the use of computer technology significantly impact the in-service training needs of teachers for productivity in secondary schools. One of the recommendations made was that the old students association should encourage teachers on the need of empowering their students in the areas of improving in their moral standards and academics pursuit.