In-Service Education and Teaching Effectiveness among Primary School Teachers

In-Service Education and Teaching Effectiveness among Primary School Teachers in Etinan Local Government Area

 

ACKNOWLEDGMENTS

I thank the Almighty God, the alpha and omega, the creator of the Universe and the fountain of wisdom for his grace, mercy and love toward my success. With whom all things are possible, all that I am and all that I ever hope to be, I owe it all to him.

My profound gratitude goes to my able supervisor Pastor Dr.(Mrs) Victoria V. Peters who took time to read through the manuscript of this project, and her advice, encouragement, guidance and necessary corrections which make this work a success. Personally, I am excited and humble to see the last of this project. To God be the Glory.

Researcher

 

Table of Content

Title Page –          –              –              –              –              –              –              –                 –              i

Certification –     –              –              –              –              –              –              –              –              ii

Dedication –        –              –              –              –              –              –              –              –              iii

Acknowledgment –         –              –              –              –              –              –              –              iv

Table of Content –           –              –              –              –              –              –              –              v

Abstract               –             –              –              –              –              –              –               –              viii

 

Chapter One – Introduction

1.1          Background to the Study –           –              –              –              –              –              1

1.2          Statement of the Problems –      –              –              –              –              –              3

1.3          Purpose of the Study –  –              –              –              –              –              –              5

1.4          Significance of the Study –            –              –              –              –              –              6

1.5          Research Questions –     –              –              –              –              –              –              7

1.6          Research Hypotheses – –              –              –              –              –              –              7

1.7          Limitation of the Study –               –              –              –              –              –              8

1.8          Delimitation of the Study –           –              –              –              –              –              8

1.9          Definition of Terms-       –              –              –              –              –              –              9

Chapter Two – Literature Review

2.1          The Concept of Motivation and Teacher’s Teaching

Effectiveness –  –              –              –              –              –              –              –              10

2.2          Physical Facilities and teachers teaching effectiveness – –              12

2.3          Recognition and Teacher’s Teaching Effectiveness –         –              15

2.4          Supervision and Teachers’ Teaching Effectiveness –         –              17

2.5          Summary of Literature Review- –              –              –              –              –              19

 

Chapter Three – Research Methods

3.1          Area of the Study  –         –              –              –              –              –              –              20

3.2          Research Design –            –              –              –              –              –              –              22

3.3          Population of the Study –             –              –              –              –              –              22

3.4          Sample and Sampling Technique –            —             –              –              –              23

3.5          Instrumentation –            –              –              –              –              –              –              23

3.6          Validation of the Instrument –    –              –              –              –              24

3.7          Administration of the Instrument –          –              –              –              –              24

3.8          Scoring of the Instrument –         –              –              –              –              –              25

3.9          Method of Data Analysis  –           –              –              –              –              –              25

 

Chapter Four – Data Analysis and Discussion of Findings

4.1          Presentation of Results –              –              –              –              –              –              26

4.2          Discussion of Findings – –              –              –              –              –              29

 

Chapter Five – Summary, Recommendations and Conclusion

5.1          Summary –          –              –              –              –              –              –              –              –              31

5.2          Recommendations –       –              –              –              –              –              –              32

5.3          Conclusion –       –              –              –              –              –              –              –              33

References

Questionnaire

 

ABSTRACT

This study on motivational variables and teachers’ teaching effectiveness in Mathematics in public primary schools was conducted in Ika Local Government Area. The population for the study was 708 primary school teachers. Using a simple random sampling technique, 100 primary school teachers was selected as sample size for the study. Three null hypotheses were formulated to guide the study.

A survey research design was adopted for the study. An instrument titled “Teacher’s Motivational Variables and Mathematics Teaching Effectiveness Questionnaire (TMOVMTEQ) was used for data collection. Data generated were analyzed using Pearson Product Moment Correlation Coefficient (PPMC) at 0.05 level of significant. Findings of the study revealed that motivation relates with teachers’ teaching effectiveness in primary schools.

 

It was recommended among others that Government should provide conducive learning environment and good working conditions as well as provide adequate resources necessary to enhance teaching effectiveness, and was therefore concluded that teacher needs not only adjustment and regular payment of salary and allowance but the right technology and facilities for effective classroom management..

 

CHAPTER ONE

INTRODUCTION

1.1          Background to the Study

In-service education is defined as the training carried out while actually working at a job. It comprises all activities engaged in by professional personnel during their service and is designed to contribute to professional improvement on the job. It is a means of assisting poorly prepared, untrained and inexperienced teachers to improve both academically and professionally (Edem 2017).

There are different types of in-service education programme to prepare teachers for better job performance in the classrooms. In- service education could be formal or informal. The formal type is obtained through attendance at institutions of higher learning and knowledge is acquired through forma teaching and learning for the award of certificates, Diplomas, or Degrees. Activities of the formal type of in-service education include conferences, consultation services, correspondence courses, demonstrations teaching, exchange teaching, extension courses, summer study, faculty meetings, workshops, orientation programmes, etc. The informal type of in-service is the most common among Etinan as well as Akwa Ibom State. They include, participation in professional association meetings, reading of professional journals, books, news bulletin, and watching educational programmes through the electronic media.

In-service education plays a crucial and pivotal role in improvement or teaching effectiveness, as it is designed for the manpower development of the school system and the educational enterprise as a whole. If teachers are to perform their functions effectively and efficiently, it becomes imperative for them to require training in new skills and modern methodology.

 

The higher the level of educational attainment by teachers, the higher the level of educational standard in the country. No wonder the National Policy on Education (2014) asserted that no level of education can rise above the quality of its teachers. To meet the growing needs of education in a global economy it becomes imperative to provide sound in-service education for teachers to update their skills, knowledge and experience.

As stated by Adesina (2018), when staffs are given the opportunity to develop, non education graduate will register through in-service training, like Sandwich; Part-time programmes, Post Graduate Diploma in Education (PGDE), induction programmes, ICT training, workshops, conferences, seminars and refresher courses, particularly for nonprofessional teachers employed to teach in basic schools so as to enable them become professionals. In-service training to workers in well-managed organisation is aimed at making the workers to acquire new skills and knowledge, increase their level of productivity and in turn contribute to the attainment of the organizational goals.

Nkang (2012) stressed that personnel administration does not halt it activities at the time the employee starts work. It goes further to concern itself with the density, performance and the need satisfaction of the personnel from the initial employment stage to the time of retirement.

 

The effectiveness of teaching rests principally on the competency of the teacher. The teachers would increase their effectiveness through the opportunities provided by the system to develop their inherent capabilities, update their knowledge and skills in their technical areas. Hence, the need for an organized programmes of in-service education for the educational system personnel.

In-service programme contributes not only to the effectiveness of the attainment of organizational goals but also serves as a potent instrument of motivating teachers and influencing behaviour in the organization. Given this background, the study sought to investigate the relationship between in- service education and teacher’s teaching effectiveness in Etinan Local Government Area.

 

In-Service Education and Teaching Effectiveness among Primary School Teachers

1.2     Statement of the Problem

Teachers are crucial inputs of any educational system because they have the command of the knowledge and skills to be imparted to the learners. Hence, the quality of teachers determines to a great extent the quality of teaching and learning outcomes.

It has been observed that the society is fast changing due to technological advancements; but unfortunately many of the trained teachers have not received any other form of education/training after their pre-service training.

 

As a result they find it very difficult to interpret the curriculum properly and are incapacitated in the subject matter; they find it difficult to make use of instructional materials since they lack the methodology of how to present the materials to the learners. This therefore confirms the fact that the initial training every professional teacher has at Teacher Training College, College of Education and the University, is not enough to carry the teacher through the number of years he has to put-in in the teaching service (Esu 2017).

Moreover since the inception of Universal Basic Education in Akwa Ibom State, the government has put in place various development programmes for teachers in order to enhance quality basic education. Such programmes include among others ICT training, seminars, workshops and induction programmes for teachers.

However, despite government effort and investment in teacher development programmes, the quality of UBE does not improve to any appreciable level. Some educators blame this on ineffective management of the programme by those concerns, while others attribute it to the poor attitude of some teachers toward the programme and poor work behaviours.

 

Therefore, it becomes pertinent to pose the question “To what extent does teacher in-service education relate to teachers’ teaching effectiveness in Etinan Local Government Area?” This study seeks to provide answer to this question.

 

1.3     Purpose of the Study

The main aim of this study was to investigate the relationship between in-service education and teacher’s teaching effectiveness in Etinan Local Government Area.

Specifically, the study seeks to:

1. examine the relationship between ICT training of teachers and their teaching effectiveness in Etinan Local Government Area.
2. examine the relationship between teachers participation in Seminars/workshops and their teaching effectiveness in Etinan Local Government Area.

 

1.4     Significance of the Study

This study will be of great benefit to the teachers, head of  schools, parents and the society at large in the following ways.

• The teachers would be one of the beneficiaries of this study as the findings and recommendations of the study will enable them to appreciate the importance of in-service training program in teaching and learning. Also, teachers, will see this study as an eye opener, in the sense that, it will give them an insight into the appropriate in-service training in the teaching and learning processes at the primary school.
• Head of schools would benefit from this study, as the findings and recommendations of the study will enable them to understand the importance of in-service training on job performance and the role it plays in the teaching/ learning outcomes.

 

• Parents would benefit from this study because it will enlighten them to know the importance of the in-service training on job performance by their children’s teachers and its effect on their children’s learning outcomes.
• The society will also benefit from the outcomes of this study as it will enable the members of the society to understand the effect of in-service training on teaching and learning at the primary school level of Nigerian educational system.
• Researchers’ both old and new, including students, will see this study as a contact or reference material for their further studies and academic work.

 

• Research Questions

The following research questions were raised to guide the study.

1. To what extent does ICT training of teachers relates to their teaching effectiveness in Etinan Local Government Area?
2. To what extent does teachers’ participation in Seminars/ workshops relate to their teaching effectiveness in Etinan Local Government Area.

 

1.6     Research Hypotheses

The following hypotheses were formulated to guide the study.

1. There is no significant relationship between ICT training for teachers and their teaching effectiveness in Etinan Local Government Area.
2. There is no significant relationship between teachers’ participation in seminars/workshops and their teaching effectiveness in Etinan Local Government Area.

 

1.7     Limitation of the Study 

The major challenges encountered during the course of the study were shortage of finance to extend the study, and short span for the completion of the study coupled with other academic activities in the school.

 

1.8     Delimitation of the Study

The study was delimited in coverage to public primary school teachers in Etinan Local Government. The investigation centered on the relationship between ICT training of teachers, teachers’ participation in seminars/workshops and their teaching effectiveness in Etinan Local Government Area.

 

1.9     Definition of Terms

In-Service Education: This can be defined as the relevant courses and activities in which a serving teacher participate in order to upgrade his professional knowledge, skills, and competence in the teaching profession.

Teaching Effectiveness: – This is an act or manner of carrying out teaching.

Teacher: Teacher: It is a professionally trained person for the purpose of imparting knowledge to a learner.

 

In-Service Education and Teaching Effectiveness among Primary School Teachers

CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter reviewed others researchers related to this study under the following subheadings.

• The Concept of In-service Education
• Influence of ICT training of teachers on their teaching effectiveness
• Influence of Teachers’ participation in conferences, seminars and workshops on their teaching effectiveness
• Summary of Literature Review

 

2.1     Concept of In-Service Education

In-service education can simply be defined as the relevant courses and activities in which a serving teacher may participate to upgrade his professional knowledge, skills, and competence in the teaching profession. Therefore, it encompasses all forms of education and training given to a teacher who is already on the job of teaching and learning.

According to Billing (2006) in-service education is staff development which is a deliberate and continuous process involving the identification and discussion of present and anticipated needs of individual staff for furthering their job satisfaction and career prospects and of the institution for supporting its academic work and plans, and implementation of programmes of staff activities designed for the harmonious satisfaction of these needs. Generally, the teachers are regarded as the hub of educational development. Therefore, in-service education is concerned with the activities and courses in which a serving teacher may participate for the purpose of upgrading his professional skills, knowledge and interest, subsequent to initial training. In this case, in-service education is designed to fill the gap of professional inadequacies of a serving teacher (Fisher 2003).

UNESCO (2005) sees in-service education as a continuing education that is designed for the retraining, reskilling and updating the knowledge of manpower. To them continuing education is regarded as the entire body of educational processes whether formal or otherwise, whether they prolong or replace initial education in schools, colleges and universities as well as in apprenticeship, whereby persons regarded as adults by the society to which they belong develop their abilities, enrich their knowledge, improve their technical or professional qualifications or turn them in a new direction and bring about changes in their attitudes or behaviour in the two fold perspective of full personal development and participation on balance and independent social, economic and cultural development.

According to Nakpodia (2008) in-service training programme is a process for continuous updating of teachers’ knowledge, skills and interests in chosen field. It is a means for continues professional growth, which encourages the extension of technical assistance by teachers educators. In-service teacher education is an integral part of staff development programme, which is organized for teachers while in service. Aitken (2004) in his own view defines in-service training as the ongoing training of practicing teachers, which is typically arranged by school boards that employ them.  This indicated that in-service training has many objectives, which include specific learning activities tailored to the development needs of teachers and schools; as well as running of nationwide courses funded by the Ministry of Education to equip teachers to deal with curriculum and other changes.

 

2.2     Influence of ICT Training for Teachers on their Teaching Effectiveness

Information and Communication Technology (ICT) training is another important aspect of teacher development programme for enhancing teachers’ teaching effectiveness. In this period of knowledge driven society, teachers need to acquire sound knowledge on how to use ICT tools to enhance quality teaching and learning in schools. Researchers have revealed that knowledge acquired through ICT training for teachers enhanced effective teaching and learning in schools (Akpan, 2008 & Mbakwem 2007).

Borg (2012) in his study reported a significant relationship between teachers’ knowledge of ICT literacy and their job performance. The finding portrayed that the more knowledgeable a teacher is in the use of ICT, the more productive the teacher would be in his/her teaching job.

Thus, ICT training for teachers should be encouraged for quality teaching and learning in basic schools. This was support by Adeyemi (2010) who reported a significant positive correlation between teachers’ ICT utilization and their job performance.

 

In a similar study by Olaolu (2012), it was found that a significant relationship existed between teachers’ ICT competence and their job effectiveness. This finding was also in consonance with the research finding of Rastogi and Malhotra (2013) who reported a significant positive relationship between teachers’ ICT skills and teaching effectiveness. Their study reveals that teachers with high ICT skills performed better than those with low ICT skills, that knowledge of ICT makes teaching easier and result-oriented.

Information and communication according to Onuma (2007) are two important processes in the teaching/learning situation. In the classroom, knowledge and skills of ICT could be used to enhance quality instructional delivery, prepare lesson plan, collect and analyze pupils’ achievement. With the knowledge of ICT, curriculum contents could be enriched through search in the internet by teachers. Wheeler (2000) in his study reported that ICT improved efficiency in the educational process and effected changes in teaching methodology, assessment of learning, student tracking, communication and evaluation.

 

ICT equipped teachers with new innovations in education and in teaching. Thus, in this age of knowledge explosion and ever increasing number of pupils’ enrolment in universal basic education, teachers need to be trained in the use of ICT tools to promote quality education.

 

Researches by Chike-Okoli and Gambari (2007) revealed that only a negligible number of teachers make use of ICT in teaching, learning and school management particularly at the primary schools. While Jusuf (2005) reported that teachers’ ICT competence in Nigeria is below expectation, Akpan (2008) and Mumtaz (2000) in their various studies maintained that the amount of teachers’ personal access to ICT, technical support and amount and quality of training available determined to a great extent the level of ICT usage by teachers.

Another study showed that ICT training for teachers significantly correlated with teaching effectiveness. This finding could be explained on the ground that teachers in the state are exposed to ICT training and the skills and knowledge acquired help them to search for quality materials in the internet for lesson preparation and this enhances quality teaching and learning in schools.

 

The Education Project implemented by the state government contributes immensely to raising the standard and quality of education in the state. The project is aimed at providing infrastructural facilities in schools including establishment of ICT centres with state-of-the-art facilities. This goes a long way to enhance teachers’ and students’ ICT competence which leads to quality teaching and learning (Rastogi and Malhotra 2013).

 

2.3     Influence of Teachers’ Participation in Conferences, Seminars and Workshops on their Teaching Effectiveness

Seminars, conferences and workshops is a period in which a group of people meets to discuss or exchange views and experiences which help in broadening their professional horizons and cultivate in the participant members a professional team spirit.  This exposes teachers to new teaching strategies and the use of modern instructional aids in teaching and learning.

 

The curriculum of universal basic education is value-loaded and therefore requires teachers with the requisite expertise for effective curriculum content delivery and exposure of the learners to appropriate learning experiences. Obi (2000) in his study found that teachers’ development programmes improve them both academically and professionally and apart from helping them to update their knowledge, it serves as a motivating factor for teacher efficiency.

Teachers’ participation in conferences, seminars and workshops as components of teacher development programme has been found to correlate positively with teacher output. Locke (2004) reported that teachers’ regular attendance in conferences, seminars and workshops resulted in improvement of skills and hence quality output, and further stresses that the greater the value placed on these aspects of staff development, the higher the attainment of quality output.

Thus, the more teachers participated in seminars and workshops, the better the quality of output in terms of academic achievement. Walton (2005) studied the influence of workshops on teachers’ job performance and reported a significant influence of workshops on teachers’ output. The researcher concluded that teachers should be provided with opportunities to attend workshops to acquire and update their skills for high productivity.

Ekpela (2005) identified unpreparedness in terms of skills update, attendance at workshop/seminars and conferences as the causes of poor quality output of teachers, and maintained that teachers should be encouraged to prioritize workshops attendance to enhance quality output. Therefore, creating opportunities for focused and sustained development programme for teachers will enhance quality teaching and learning in basic education. Teachers’ participation in seminars, conferences and workshop act as a catalyst for improvement in teaching and motivate them to hard work, commitment and better job performance.

 

2.4     Summary of Literature Review

This chapter reviewed related on in-service education and teacher’s teaching effectiveness. It reviewed an extensive spectrum of knowledge ranging from the concept of in-service education, influences of ICT training of teachers, teachers participation in seminars/workshop on teacher’s teaching effectiveness.

The study revealed that in-service education boost teachers’ moral and thus, engendered positive work performance among them.

 

In-Service Education and Teaching Effectiveness among Primary School Teachers

CHAPTER THREE

RESEARCH METHODS

This chapter presents the method used in carrying out the study. Its focuses on the area of the study, research design, population, sample and sampling techniques, research instruments, validity of the instrument, administration and method of data analysis.

 

3.1     Area of the Study 

The study was conducted in Etinan Local Government Area of Akwa Ibom State. Etinan Local Government Area lies in the tropical rain forest belt, located on latitude 05001’N and longitude 07054’E. It lies within the south eastern part of Nigeria and constitutes one of the Local Government Areas in Akwa Ibom State. Etinan Local Government Area shares it common boundaries with Onna, Nsit Ibom, Mkpat Enin, Abak and Uyo Local Government Areas. It has a total population of 169,284 according to 2006 National Census.

Etinan Local Government was created in 1976 out of the former Uyo Division with Etinan as its headquarters. The area is mainly inhabited by the Iman Ibom people who are characteristically dynamic, imaginative, industrious and intelligent. They generally speak Ibibio language and have a rich cultural heritage.

 

Some of the cultural societies found in the area are Ekpo, Ekoong, Ebre and Idiong. A greater percentage of the people are Christians although some forms of African traditional religion are practiced by few people. Their culture is reflected and displayed through dances, arts, and crafts.

The local government area is blessed medically with one (1) General Hospital and eight (8) Health Centres. The area has two distinct seasons – the rainy and dry seasons. Known for its agricultural and arts craft products, the area forms one of the most peaceful locations in the West African State of Nigeria.

The main occupation of the people in the area centres on farming and petty trading. Crops cultivated include yams, cassava, cocoyam and maize. A number of the people also engage in wine tapping, crafts-making, wood-carving, sculpture and baking. Large deposits of mineral resources such as clay, glass, sand are found in the area, and their agricultural resources include palm produce, cassava and yam.

 

3.2     Research Design

A survey research design was adopted for the study. This design was considered appropriate as it intended to obtain opinion from a group of individual through the use of questionnaire.

 

3.3     Population of the Study

The population for the study consisted of all public primary school teachers in Etinan Local Government Area, numbered 1403 (Source: Etinan Local Government Education Authority, 2016).

 

3.4     Sample and Sampling Technique

A simple random sampling technique was used to select a sample size of 140 primary school teachers from twenty (20) public primary schools in the study area. Accordingly seven (7) teachers were chosen from each of the sampled schools to constitute the sample size indicated above. These 140 teachers sampled comprised male and female respectively.

 

3.5     Instrumentation

A questionnaire titled “In-Service Education and Teacher Teaching Effectiveness” (ISETTE) was used to obtain data from the respondents. The questionnaire was divided into two sections. Section “A” was designed to collect the respondent’s bio-data and section “B” contains 14 items seeking to investigate the relationship between in-Service education and primary school teachers teacher’s teaching effectiveness.  The questionnaire consisted of a 4-point likert scale respond options of Strongly Agreed (SA), Agreed (A), Disagreed (D) and Strongly Disagreed (SD). The respondent was instructed to indicate their response to each of the statement by marking a tick (√) in the appropriate space.

 

3.6     Validation of the Instrument

To ensure the content appropriateness of the research instrument, section “B” of the instrument “ISETTE” was subjected to face content validation to ensure that the items in the instrument relates to the problems under investigation. By this, the instrument was examined by the project supervisor. Corrections made were adhered to and effected correctly.

 

3.7     Administration of the Instrument

The researcher personally visited each of the primary schools sampled and obtained permission from the school heads to administer the instrument. With due approval, the researcher went to address the respondents on her mission and objectives of the study. The questionnaire was thereafter administered to the respondents. The completion of the questionnaire was supervised adequately by the researcher and collection was done on the spot. The administration was done within the interval of three (3) weeks.

 

3.8     Scoring of the instrument

The instrument consisted of 14 items made up of part “A and B”. Part “A” of the instrument was not scored but gives personal information of the respondents. Information collected from part “B” was scored using their scoring keys. In part B, response on the respondent which shows level of Strongly Agreed (SA) was awarded 4 points, Agreed was awarded 3 Points, while that which shows level Disagreed was awarded 2 points and Strongly Disagreed was awarded 1 point.

 

3.9     Method of Data Analysis

The data collected from the study were presented in tables and analyzed using Pearson Product Moment Correlation Coefficient (PPMC) Statistical tool.

 

CHAPTER FOUR

DATA ANALYSIS AND PRESENATION OF RESULT

 

This chapter deals with data presentation and discussion of findings in lines with research hypotheses.

 

4.1     Presentation of Results

          Testing of Hypotheses

Hypothesis 1: There is no significant relationship between ICT training for teachers and their teaching effectiveness in Etinan Local Government Area.

          Table 1: PPMC Analysis of the relationship between ICT training for teachers’ and their teaching effectiveness.

Variable	∑X ∑y	∑X2 ∑y2	∑xy	r
ICT Training for Teachers	1715	420251	180151	0.99
Teacher’s Teaching effectiveness	735	77251

 

The table above shows the computation of Pearson r of the relationship between ICT training for teachers’ and their teaching effectiveness using the raw score method which gave a value of 0.99. Since our obtained 0.99 is a close positive correlation, we conclude that there is a strong positive relationship between ICT training for teachers’ and their teaching effectiveness in primary schools in Etinan Local Government Area.

 

Hypothesis II: There is no significant relationship between teachers’ participation in seminars/workshops and their teaching effectiveness in Etinan Local Government Area.

          Table 2: PPMC Analysis of the relationship between teachers’ participation in seminars/workshops and their teaching effectiveness.

Variable	∑X ∑y	∑X2 ∑y2	∑xy	r
Teachers’ participation in seminars/ workshops	1881	509357	167155	0.98
Teacher’s teaching effectiveness	626	56442

 

The table above shows the computation of Pearson r of the relationship between teachers’ participation in seminars/workshops and their teaching effectiveness using the raw score method which gave a value of 0.98. Since our obtained 0.98 is close to positive correlation of 1.00, we conclude that there is a positive relationship between teachers’ participation in seminars/workshops and their teaching effectiveness in primary schools in Etinan Local Government Area.

 

4.2     Discussion of Findings

The result of this study as shown in table 1 and 2 respectively revealed that in-service education relates greatly with teacher’s teaching effectiveness in primary schools in Etinan Local Government Area.

Hypothesis 1: There is no significant relationship between ICT training for teachers and their teaching effectiveness in Etinan Local Government Area.

From research hypothesis 1, finding of the study showed that ICT training for teachers significantly correlated with teacher’s teaching effectiveness in primary schools. The finding is in consonance with the research findings of Borg (2012), Adeyemi (2010) and Rastogi and Malhotra (2013) who discovered in their various studies significant correlations between knowledge and skills acquired through ICT training and teachers’ job effectiveness. Thus, ICT improves efficiency in the educational process and enhances quality instructional delivery.

Hypothesis II: There is no significant relationship between teachers’ participation in seminars/workshops and their teaching effectiveness in Etinan Local Government Area.

The study in hypothesis 2 revealed a significant relationship between teachers’ participation in seminars/workshops and their teaching effectiveness. This finding is a reflection of government effort to expose teachers to refresher courses such as conferences, workshops and seminars for updating of their knowledge and skills in the teaching profession.

This finding is in agreement with the work of Locke (2004) who reported that teachers’ regular attendance in conferences, workshops and seminars resulted in improvement of skills and quality output. The finding is also in consonance with the works of Walton (2005) and Ekpela (2005) who discovered in their studies significant relationships between teachers’ participation in seminars/workshops and teaching effectiveness. Therefore, teachers should be provided with opportunities to attend workshops and seminars to acquire and update their skills for higher productivity.

 

In-Service Education and Teaching Effectiveness among Primary School Teachers

CHAPTER FIVE

SUMMARY, RECOMMENDATIONS AND CONCLUSION

 

5.1     Summary of the Study

The purpose of the study was to investigate the relationship between in-service education and teaching effectiveness among primary school teachers in public primary schools in Etinan Local Government Area of Akwa Ibom State. Two research questions and research hypotheses each were formulated to guide the study; to explore how ICT training of teachers and teachers’ participation in seminars/workshop relates with their teaching effectiveness in primary schools.

The study employed descriptive survey design. The target population of this study was 1403 public primary schools teachers. The sample size was 140 teachers. Simple random sampling technique was use in selecting the sample.

 

5.2    Conclusion

There are significant positive relationships between ICT training of teachers, teachers’ participation in seminars/workshops and teaching effectiveness in primary schools. Thus, teacher’s teaching effectiveness is a function of in-service education. Therefore, the provision and effective management of in-service education programmes enhance teacher’s teaching effectiveness and quality universal basic education.

 

5.3    Recommendations

1. The government should provide more opportunities for teachers to attend in-service training, in order to enable them acquire more skills and competence in their teaching job.
2. The government and school authorities should encourage teachers to attend ICT training programmes in order to be ICT compliant. In-Service Education and Teaching Effectiveness among Primary School Teachers.
3. The government should intensify effort in establishing ICT centres in basic educational institutions to enhance quality teaching and learning. In-Service Education and Teaching Effectiveness among Primary School Teachers.
4. The government should sponsor teachers to attend conferences, seminars and workshops in order to enable them update their knowledge, skills and competence in the teaching profession.