CHAPTER ONE

INTRODUCTION

1.1     BACKGROUND TO THE STUDY

Teachers are at the core of providing children with a high-quality education. They help students study and succeed academically so that they can reach their full potential and find fulfilling employment. Teachers and the quality of their instruction are now universally acknowledged as the most significant of several important aspects that contribute to overall educational excellence (Darling, 2004). According to a Jerusalem research of in-service teacher training, there is a substantial positive association between teacher training and student test results. The study's cost-benefit analysis also suggests that teacher training may be a less expensive approach of enhancing students' grades than reducing class size or expanding class hours. The method a teacher imparts knowledge/lecture is unaffected by the training he or she obtains (Pascal, 2008). Students' performance improves when they have a skilled teacher since they have a better grasp of the subject matter. Teacher education is also required, particularly in today's climate, to keep up with the changing needs of the profession (Hammond, 2000). Teachers who have received further training are in a better position to instruct children. A teacher's subject matter expertise, teaching approach, and other skills might all benefit from training. Teacher education, training, and development is a method of professional development that encompasses all developmental activities aimed at maintaining and improving their professional competence (Leu, 2006). The effectiveness of instructors in a given educational system contributes to better learning outcomes in schools. Teachers' performance is influenced in part by their pre-service training as well as the in-service training they get. Pre-service teacher training programs (PSTP) are critical for improving teachers' abilities, knowledge, and performance as well as their effectiveness. In-service training programs (ISTP), on the other hand, are required to reorient instructors to new aims and values, train them in new teaching and learning techniques, equip them to cope with curriculum change, and give them with the knowledge and abilities to teach new learning areas (Al-Zoubi, 2010). Because it improves the efficiency and effectiveness of both individuals and the company, training and development has become the most significant aspect in the business world today (Raja, 2011). Employee training and development is a critical component of any organization's economic performance, and educational institutions cannot afford to ignore the need to generate the necessary people to sustain both the producing and service industries (Sarbeng, 2013). Training is described by (Shaheen, 2013) as the systematic development of the knowledge, abilities, and behavior required of personnel in order to perform properly on a certain activity or job. Amin (2013) defines training as "learning that is delivered in order to increase performance on the current work." Employee development is to provide individuals with the skills they'll need for future jobs and tasks. Training focuses on current work, whereas development prepares individuals for prospective future careers (Sims, 2002). Training and development may be viewed of as practices that aim to increase educators' professional knowledge, abilities, and attitudes in order for them to improve students' learning. Teacher preparation programs include training and development, especially for those components of teaching that are more skilled-like in nature, but there are many other crucial aspects of teaching that can only be cultivated via reflective tactics and experiences (Rahman, 2011). In-service teacher training tends to strengthen the attributes of a successful teacher, which has a favorable impact on a teacher's performance. The impacts of teacher training on teacher value added were investigated by (Sass, 2001). The findings revealed that a teacher's training was linked to increased productivity in middle and high school arithmetic. More experienced instructors tended to be more effective in teaching elementary and middle school reading, according to the findings. In today's society, in-service training is a critical component of educational advancement. The responsibilities and capacities of trainees can be strengthened via in-service training to satisfy the institutional demands in terms of skills and knowledge. Only qualified instructors may create instructional goals and arrange programs to achieve them (Schunk, 2002). Teachers that are effective have strong ways for assisting students (Zeidner, 2000). Training acts as a catalyst, causing a dramatic shift in a teacher's function, broadening their vision, and enhancing their abilities. Teachers can become more methodical and rational in their teaching approach through in-service teacher training (Mumtaz, 2011).

1.2     STATEMENT OF THE PROBLEM

There have been complaints throughout the years about a continuous deterioration in student academic performance. For example, according to WAEC data from 2015, 25.29 percent of students passed math (A1 to C6), 23.63 percent passed integrated science (A1-C6), and 50.29 percent passed English (A1-C6) (Doozie, 2015). Furthermore, the main disciplines of Mathematics, English, Science, and Social Studies were all failed by students who took the 2016 examinations. Roughly 32% of students received an A to C6 in core courses, 19.82 percent of students received D7-E8, which most higher institutions consider a fail mark, and about 38.10 percent of students received an F9. This has sparked widespread public outrage about the school system's quality. Although some of the blame for the drop may be linked to a lack of educational infrastructure and teacher motivation, Khan (2014) claims that a large portion of the problem is due to a lack of frequent in-service training for teachers. In recent years, the Ministry of Education has moved its attention from giving in-service training to teachers, particularly senior high school teachers, to instead providing infrastructure, ignoring the fact that equipment is meaningless without competent educated instructors to operate it. As a result, the study's major goal is to look at the impact of teacher training on job performance in Irepo LGA, Oyo State.

1.3     OBJECTIVE OF THE STUDY

The primary goal of this study is to determine the impact of teacher training on work performance. More specifically, the study aims to:

i. Determine the type of training that instructors require to improve their performance.

ii. Examine the impact of teacher training on job performance.

iii. Investigate the influence of teacher education on student achievement.

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