In-Service (Professional) Training and Teaching Effectiveness in Secondary Schools in Uyo Senatorial District of Akwa Ibom State

Abstract

This study was carried out to determine the difference in teaching effectiveness between teachers who had staff development and those who did not in secondary schools in Uyo Senatorial District of Akwa Ibom State. The population of the study consisted of all the 3,116 Secondary School teachers and 21485 students in the Senatorial District. The cluster random sampling technique was used in drawing the sample of 467 teachers and 1401 students as respondents for the study. Data collection was done with the use of the instruments tagged “Staff Development Questionnaire (SDQ)” and “Teaching Effectiveness Questionnaire (TEQ)” developed by the researcher. Test re-test reliability technique was used to test the reliability of the “Staff Development” Instrument; this yielded a result of .86 reliability estimate. Also Cronbach Alpha Reliability Technique was used to test the reliability of the “Teaching Effectiveness” instrument of which a result of .71 reliability coefficient was obtained. A research questions guided the study and a corresponding null hypothesis was formulated and tested at .05 alpha level using independent t-test analysis. The findings of the study revealed positive and significant differences between teachers who attended in-service training programmes and those who did not in their teaching effectiveness. On the basis of this, it was concluded that in-service training programme significantly influence teaching effectiveness of Secondary School teachers in Uyo Senatorial District. Consequently, it was recommended that State Secondary Education Board should emphasize and also approve in-service (professional) training for the qualified teachers to update their knowledge from time to time.

Keywords: In-Service (Professional) Training, Teaching Effectiveness