CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The attainment of organizational goals, whether public or private, necessitates the availability of specific inputs in the form of people and material resources, also known as production factors. These are the elements of production: land, labor, capital, and enterprise (Okokon, 2022).

It should be emphasized that, of all these elements, labor, which refers to the many types of employees that execute managerial, technical, supervisory, and general activities in a company, is the most difficult to manage owing to the individual variances and uniqueness of each employee. Individual aims and aspirations, individual wants and preferences, diverging individual interests contrasted to those of the organization, and individual skills and aptitudes.

According to Abayomi, (2022), in the discipline of Human Resource Management, training and development are related to organizational activities with the goal of enhancing the performance of both individuals and groups. In light of technological progress, the performance of organizations, and the work experiences of individuals, training and development play a crucial role (Okokon, 2022). Training and Development has direct relationships with productivity, efficiency, accuracy, and personal growth. All workers of a business must train and develop their staff with the goal of enhancing their productivity and performance, but this cannot be accomplished without the contribution of its employees.

Evidently, the performance of the school system, like that of any other institution, is heavily dependent on the capacity to deploy teachers in an efficient and successful manner.

Olumese (2022) opines that teachers are the pillars of the education sector. In today's competitive world, teacher training has become a necessity, particularly to meet the changing expectations of the education business. It is also crucial since it enhances the quality of teachers. Unfortunately, there are few qualified teachers accessible. Therefore, there is a requirement for teacher training.

Training is a procedure designed to alter attitudes in order to improve performance in a variety of tasks. It may also be characterized as a structured, individual-needs-based method for meeting certain employment criteria. Training is therefore an essential activity performed to provide personnel with the appropriate information or skills; its purpose is to solve specific organizational issues (Olumese 2022).

Thus, training is focused toward the development of specific skills or information, and the learned skills and knowledge must be required to solve specific and significant organizational issues. Therefore, it necessitates modifications to the job behavior or performance of individuals trained.

On the other side, manpower development is viewed as learning activities that are more concerned with growth, career, and succession than they are with immediate performance. The controlling authority is responsible for ensuring that their staff have the necessary skills, ability, enthusiasm, and knowledge to work, so as to boost productivity and performance (Olaiya 2022). It is common known that training & development enhances our knowledge, abilities, and professional behaviour. With increased competitiveness and parental expectations, a teacher must continually engage in professional development. Researchers have discovered that training and development initiatives are neither well planned nor carried out. They are not even well-coordinated. It was also revealed that Training and Development received relatively little attention. Consequently, the quality of the job is plainly subpar, and this hinders productivity.

1.2 STATEMENT OF THE PROBLEM

Training and development are without a doubt significant organizational performance elements. Olaiya (2022) found that certain public organizations are indifferent to the training, retraining, and growth of their staff. This issue is somewhat evident in the Akwa Ibom State Education Board, where teachers are rarely sent on professional development programs. Typically, induction and orientation programs are not provided to new employees. According to Hilary (2022), even when teachers are sent on training where it is structured (which is usually on a short-term basis), they are given little or no opportunity to demonstrate the gained abilities through promotion or enhanced compensation. As a result, it is deemed vital to investigate how this circumstance affects instructors at Akwa Ibom State's public secondary schools.

1.3 OBJECTIVES OF THE STUDY

The broad objective of this research is to examine the impact of staff training and development on teachers performance. In achieving this broad objective, the research specifically seeks to;

i.          Determine the extent of teachers training and development in Akwa Ibom State.

ii.        Determine whether teachers training and development impacts on academic performance.

iii.      Determine whether teachers training and development impacts on their performance.

iv.      Examine the benefits of teachers’ training and development in secondary schools.

v.        Examine the challenges encountered in teachers training and development.

1.4 RESEARCH QUESTIONS

The following research questions will be answered in this study:

i.          What is the extent of teachers training and development in Akwa Ibom State?

ii.        Doe teachers training and development impacts on academic performance?

iii.      Does teachers training and development impacts on academic performance?

iv.      What are the benefits of teachers’ training and development in secondary schools?

v.        What are the challenges encountered in teachers training and development?

1.5 SIGNIFICANCE OF THE STUDY

This research is anticipated to provide insight on the association between teacher productivity and training and development. The results of this study will assist management in determining the need for training and development among teachers and the factors that influence employee productivity. This study will be of great use to institutes who are concentrating on increasing employee productivity via training and development. This research will also be able to assist them in determining which training approach is most suitable for instructors. To achieve all of this, it is vital to train the instructors so that the students, as well as their own personalities and the nation as a whole, blossom.

Finally, this study will serve as a pilot research material to scholars for further reference and future research.

1.6 SCOPE OF THE STUDY

Mainly, this study is focused on the impact of staff training and development on teachers performance. Precisely, it is focused on determining the extent of teachers training and development in Akwa Ibom State and determining whether teachers training and development impacts on academic performance.

It is also focused on determining whether teachers training and development impacts on their performance, examining the benefits of teachers’ training and development in secondary schools and examining the challenges encountered in teachers training and development.

Teachers of selected secondary schools in Nsit Ibom LGA in Akwa Ibom State will serve as the respondents for the survey of this study.

1.7 LIMITATIONS OF THE STUDY

During the course of carrying out the study, the researcher came into a few obstacles, which is to be expected given the human nature of the undertaking. The researcher incurred additional financial expenses and spent additional time sourcing for relevant materials, literature, or information, as well as during the process of data collection, which is why the researcher chose a small sample size. The scarcity of literature on the subject as a result of the nature of the discourse also contributed to the researcher's decision to use a small sample size. In addition, the researcher was involved in a number of other academic activities at the same time that she was conducting her investigation. In addition, because the study instrument was only given to a limited number of respondents to complete, the findings cannot be generalized to secondary schools located in other states. In spite of the constraints that were present during the course of the inquiry, every facet was examined and minimized in order to guarantee the most successful outcomes and the most fruitful study.

1. 1. This material content is developed to serve as a GUIDE for students to conduct academic research work
2. 2. As a source for additional understanding of the subject.
3. 3. As a source for ideas for your own research work (if properly referenced).
4. 4. For PROPER paraphrasing (see your university definition of plagiarism and acceptable paraphrase)
5. 5. Direct citing (if referenced properly)
Thank you so much for your respect to the authors copyright.