Regular Human Capacity Building Programme A Tool for Quality Teachers’ Productivity in Public Secondary Schools in Bayelsa State
This study examined the type of human capacity building programmes available for teachers, how often teachers’ developmental programmes are organized and teachers’ perceived benefits of self capacity development programmes. A descriptive research design was adopted with a total of 110 teachers from government owned secondary schools in Kolokuma Opokuma Local Government Area of Bayelsa State made up sample size. Three research questions and three hypotheses guided the study. The instrument used for data collection was 21 item structured close ended questions tagged “Questionnaire on Human Capacity Building Programmes for Quality Teachers Productivity QHCBPQTP developed using the modified Likert scale format. Cronbach Alpha technique yielded an internal consistency of 0.92 for the instrument. Mean and standard deviation were used to analyze the research questions while z test was used to test the null hypotheses at 0.05 level of significance. The findings concluded that all teachers of government owned public secondary schools in Kolokuma Opokuma Local Government Area of Bayelsa State do not go through capacity building programmes for training and retraining via workshops, seminars etc to update their knowledge as they become obsolete using outdated methods of teaching and classroom management. The findings also revealed that teachers who go through self capacity development programmes are not recognized thereby discouraging other teachers for developing themselves. It was therefore recommended that the government should regularly organize, workshops, seminars, conferences for teachers to update teachers’ knowledge in human capacity professional building development programmes to enhance quality productivity.
Human capacity building, Professional Development, Quality, Teacher, Productivity, Secondary Schools
Akosubo-Ogori, Ebimiere | Mattew, Ebhesil Josephine