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1.1 Background of the Study

Teachers are crucial to providing children with a high-quality education. They help students study and develop academically so that they can reach their full potential and find fulfilling employment. Teachers and the quality of their instruction are now universally seen as the most significant of many important aspects that contribute to overall educational quality (Darling Hammond, 2000; Leu & Price Rom, 2006; UNESCO, 2004).

Angrist and Lavy (2001) discovered a strong positive link between instructors’ training and students’ test results in a study of in-service teachers’ training in Jerusalem.

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 increasing class hours. (Pascal Bressoux et al December, 2008), training has no effect on how a teacher presents knowledge/lecture. Students’ performance improves with a qualified teacher simply because they have a better grasp on the subject matter.

Teacher education is also required, especially in today’s environment, to keep up with the changing needs of the profession. Trained teachers are better equipped to educate students. Training can help teachers enhance their topic knowledge, teaching methods, and so forth.

Teacher education, training, and development are methods of professional advancement that address all developmental functions aimed at maintaining and improving professional competence. The quality of instructors who operate in a particular educational system contributes to the achievement of favourable learning outcomes in schools.

Teachers’ performance is influenced by their preservation training, in addition to the in-service training they receive. Pre-service teacher training programmes (PSTP) are critical for improving teachers’ abilities, knowledge, and performance, as well as enabling them to be more successful. In-service training programmes (ISTP) are required, on the other hand, to re-orient teachers to new goals and values, train them in new teaching and learning methods, prepare them to cope with curriculum change, and provide them with the knowledge and skills to teach new learning areas (Al-Zoubi et al., 2010).


Training and development are now the most significant factors in the organisational world since they improve the efficiency and effectiveness of both individuals and the organisation (Raja, Furqan, and Khan, 2011). Employee training and development are key factors in any institution’s economic success, and educational institutions cannot afford not to generate the necessary people to support both the producing and service industries (Sarbeng, 2013).

(Shaheen, Naqvi, and Khan 2013) defined training as the systematic development of employees’ knowledge, abilities, and behaviour required to perform adequately on a specific activity or job. Training, according to (Amin et al., 2013), is simply learning that is delivered to increase performance on the current work.

Employee development is intended to prepare people for anticipated future jobs and roles. According to Sims (2002), training concentrates on current work, whereas development prepares employees for potential future careers. Training and development can be viewed of as processes aimed to increase educators’ professional knowledge skills and attitudes in order for them to improve students’ learning.

Training and development are important components of teacher preparation programmes, particularly for those aspects of teaching that are more skilled in nature, but there are many other important aspects of teaching that can only be nurtured through reflective strategies and experiences (Rahman et al, 2011).

In-service training for teachers tends to develop the attributes of a successful teacher, which positively affects a teacher’s performance. (Harris and Sass, 2001) investigated the influence of teacher education on teacher value added. The findings revealed that teacher training was favourably connected with productivity in middle and high school maths.

Furthermore, more experienced teachers tended to be more effective in teaching elementary and middle school reading. In today’s society, in-service training is critical to the advancement of education. In-service training can help learners improve their responsibilities and capacities in order to meet the institutional needs for skills and knowledge.

Only trained teachers can define educational goals and organise plans to achieve those goals (Pintrich & Schunk, 2002). Effective teachers use effective techniques to assist pupils (Bockerts, Pitrich, & Zeidner, 2000). Training acts as a catalyst, causing a dramatic change in a teacher’s position, broadening vision, and enhancing a teacher’s attributes. Teachers can become more methodical and rational in their teaching approach with in-service teacher training (Kazmi, Pervez, Mumtaz, 2011).

1.2 Statement of the Problem

There have been complaints about a continuous reduction in student academic achievement throughout the years. For example, according to WAEC statistics from 2015, 25.29% of students passed mathematics (A1 to C6), 23.63% passed integrated science (A1-C6), and 50.29% passed English (A1-C6) (Doozie, 2015).

Additionally, pupils who took the 2016 exams failed the core disciplines of Mathematics, English, Science, and Social Studies. In the core disciplines, over 32% of students received a passing mark of A to C6, 19.82% of students received D7-E8, which most higher institutions consider a fail score, and approximately 38.10% of students received F9.

This has sparked widespread public outrage about the educational system’s standards. Although the reduction can be ascribed in part to a lack of educational infrastructure and teacher enthusiasm, a large part of the problem is due to a lack of frequent In-service training for instructors.

In recent years, the Ministry of Education has shifted its emphasis from providing in-service training to teachers, particularly senior high school teachers, to instead providing infrastructure, failing to recognise that this infrastructure is useless without the availability of competent trained teachers to use it. As a result, the primary goal of the study is to investigate the impact of training on teacher job performance in Ijebu North LGA, Ogun State.

1.3 Objective of the Study

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

1. Determine the training required for teachers to improve their performance.

2. Examine the effects of teacher training on job performance.

3. Investigate the effect of teacher education on students’ academic achievement.

1.4 Research Question

1. What kind of training do instructors require to improve their performance?

2. Does training have any effect on teacher job performance?

3. What effect does teacher education have on students’ academic performance?

1.5 Research Hypothesis

Ho: there are no significant effects of teacher training on work performance.

Hello, training has a significant impact on teacher work performance.

1.6 Significance of the Study

This research will help to improve teacher job performance and will have a significant impact on student success. It will also advise school administration, government, and teachers on the necessary training to improve teachers’ academic performance.

The study was also meant to be used as a supplement for future business and social researchers interested in the same topic. This study will also help the present commercial sector invest in education programmes. Finally, the conclusions of this study aim to broaden the application of the provisions of the Government’s Secondary School Educational Policies.

1.7 Scope of the Study

This research will be carried out in Ijebu North LGA in Ogun state, and literatures and concepts on teacher training and job performance, as well as the relationship that exists between the two, will be explored.

1.8 Limitations of the Study

Obtaining funding for general research activity will be difficult during the course of studies. Correspondents may also be unable or unwilling to complete the questionnaires sent to them.

However, it is expected that these limits will be addressed by making the best use of available materials and devoting more time to study than is necessary. As a result, it is strongly considered that, despite these constraints, their impact on this research report will be small, allowing the study’s purpose and significance to be met.

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