Assessing The Impact Of The Duration Of Pre-Service Training On Teachers Work Performance And Teaching Competences In Nigeria

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Assessing The Impact Of The Duration Of Pre-Service Training On Teachers Work Performance And Teaching Competences In Nigeria

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PROJECT TOPIC AND MATERIAL ON ASSESSING THE IMPACT OF THE DURATION OF PRE-SERVICE TRAINING ON TEACHERS WORK PERFORMANCE AND TEACHING COMPETENCES IN NIGERIA

The Project File Details

  • Name: Assessing The Impact Of The Duration Of Pre-Service Training On Teachers Work Performance And Teaching Competences In Nigeria
  • Type: PDF and MS Word (DOC)
  • Size: [70 KB]
  • Length: [56] Pages

 

 

Chapter one

1.0 Definition of the key terms.

Training is the process of acquiring specific skills to perform a job better. It helps people to become qualified and proficient in doing some jobs (Dahama, 1979). Training is the process of teaching, informing, or educating people so that they may become as well qualified as possible to do job and they become qualified to perform in positions of greater difficulty and responsibility (Van Dersal, 1962). The difference between education and training is such that while training is concerned with those activities which are designed to improve human performance on the job that employees are at present doing or are being hired to do, education is concerned with increasing general knowledge and understanding of the total environment. Teaching competencies are defined as an integrated set of personal characteristics, knowledge, skills and attitude that are needed for effective performance in various teaching contexts (Darling-Hammond, 2006). Thus, competencies are general description of the behaviour or actions needed to successfully perform within a particular work context. Teacher competence is a description of one’s ability, a measure of one’s performance. Pre-service education of teacher means, education of teachers before they enter into service as teacher. Pre-service teacher preparation is a collection of unrelated courses and field experience. Pre-service education often provides the first step in the professional development of teachers. It exposes pre-service teachers to new perspectives as well as prepares them in knowledge and skills (Wilke, 2004). Knowledge includes disciplinary content, or subject knowledge, and pedagogical content knowledge, or knowledge of how to teach. Teacher work performance in schools can be mapped well through arranging training programs for the teachers and they will get motivated and their confidences will also increases. According to Griffin (2005) the performance of an individual is determined by three factors i.e. motivation, work environment and ability to do work. According to Griffin (2005) explored that the performance of an individual is determined by three factors i.e. motivation, work environment and ability to do work. In this study job performance of teachers are reflected in setting objectives, evaluating lessons, organization, extra duties, time management and preparing of lesson plan and scheme of work. It therefore views job performance of teachers as an outcome of teachers’ professionalism through training for teacher. It refers on how primary school teachers demonstrate their teaching professional in schools especially in Nyamagana Municipal.

1.7 Organization of the Study Report

This research proposal will consist of three chapters. Chapter one is the introduction which has outlined the background and the statement of the problem. The chapter also has delineated the purpose of the research, its objectives and research questions. The chapter has further addressed the motivation and the significance of the study and it concluded by explaining the delimitation and limitation of the study. Chapter two provides the literature review. In this part, only literatures related to this topic surveyed. Chapter three confers the conceptual framework guided the study and research methodology. In this part, research design, the sampling methods and methods of data analysis are discussed. The chapter ends by giving the summary of the chapter. Chapter four presents the analysis and discussion of the findings while chapter five gives the summary, conclusion and recommendations of the study.

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