STAFF DEVELOPMENT PACKAGE AND TEACHERS’ QUALIFICATIONS AS CORRELATES OF TEACHERS’ TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined staff development package and teachers’ qualifications as correlates of teachers’ task performance in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted correlational research design. The population of the study consists of 8,187 teachers in 267 public secondary schools in the six education zones in Anambra State. The sample of 819 teachers was used for the study. Multistage sampling procedures comprising proportionate stratified and simple random sampling techniques were used for the study. Staff Development Packages Questionnaire (SDPQ) and Teachers’ Task Performance Questionnaire (TTPQ) were the instruments for data collection. The instruments were subjected to face and construct validation. Face validation was done by three experts. The reliability of the instrument was done using Cronbach Alpha method and the average coefficient values were established at 0.81 for SDPQ and 0.87 for TTPQ. The findings of the study revealed that there is high positive and significant relationship among staff development package, teachers’ qualifications and teachers’ task performance in public secondary schools in Anambra State. The study concluded that staff development packages and teachers’ qualifications are a good determinant of teachers’ task performance in public secondary schools in Anambra State. Based on the findings, the study recommended that the Post Primary Schools Service Commission should invest on teachers’ growth by providing them with development package for updating skills, improves teaching quality with new methods, addresses diverse learners’ needs and increases teachers’ confidence, ultimately creating more effective, adaptable and motivated teachers for a changing educational landscape in Anambra State.