ABSTRACT

The study investigated the Staff Development Programmes as Determinants of Teachers’ Job Performance in Secondary Schools in South-East, Nigeria. Five research questions and five null hypotheses were formulated to guide the study. The study adopted a correlational survey research design. The population of the study is 29, 445 which comprised 28,015 teachers and 1, 430 principals. Based on Morgan’s Table of (1970) formula for determining sample size from a known/finite population, a total sample of 682 respondents consisting of principals and teachers were proportionately drawn from the 303 selected secondary schools that constitute the sample. Two instruments titled Staff Development Programmes Questionnaire (SDPQ) and Teachers’ Job Performance Questionnaire (TJPQ) were developed by the researcher and used for the study. The instruments were validated by three experts, two from Educational Management and Measurement and Evaluation, all from Michael Okpara University of Agriculture, Umudike. Reliability indices of 0.85 and 0.77 for stability and 0.84 and 0.82 for internal consistency of SDPQ and TJPQ respectively were obtained. Pearson’s r, R² (coefficient of determination) was used to answer the research questions and Pearson’s r correlation matric with alpha was also used to test the null hypotheses at 0.05 levels of significance. The findings revealed that in-service training determined teachers’ job performance in secondary schools to a high extent, workshop determined teachers’ job performance in secondary schools to a moderate extent, mentoring programmes positively determined teachers’ job performance in secondary schools to a high extent, supervision determined teachers’ job performance in secondary schools to a high extent and Skills upgrading courses determined teachers’ job performance in secondary schools to a high extent. The conclusion was that Staff Development Programmes like In-service training, workshops, conferences, meeting of professional association as well as supervision among others determined Teachers’ Job Performance in Secondary Schools in South-East, Nigeria. It was thus recommended among others that Teachers should apply and attend Workshops or Skill upgrading courses to improve their performance in instructional delivery in secondary schools. School administrators should increase their number of supervision to classrooms to enhance teachers’ development and performance in classrooms in secondary schools. The Secondary Education Management Boards (SEMB) should regularly approve teachers study leave to enable them attend staff development programme for higher performance after the training.