CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Organizing and structuring of a solid academic staff development program influences the realization of the school goals. Employee development refers to the human resource development programs designed to enhance the value of employee after they have joined the organization. This according to Bingilar and Etale (2014) includes employee training, orientation promotion, mentoring, seminar and workshop among others. Training is the organized way in which organizations provide development and enhanced quality of new and existing employees. Training is viewed as a systematic approach of learning and development that improve individual, group and organization Fanny (2001), thus it is the series of activities embarked upon by organization that leads to knowledge or skills acquisition for growing purposes.
Staff development has been accepted as an effective method of increasing the knowledge and skills of teacher‟s in order to enable teachers to teach more effectively. According to Lawal (2004), staff development programmes for teachers are important aspects of education process that deal with the art of acquiring skills in the teaching profession. They are essential practices that enhance subject mastery, teaching methodology and classroom management. The objective of staff development programmes is that it ensures the promotion of professional growth. Help to improve pedagogical skills. Keep teachers abreast with new knowledge. Meet particular needs, such as curriculum development and orientation. Help in leadership responsibility. Help new teachers to adjust to teaching field. Helps to promote mutual respect among teachers and recognizes the need for modern teaching methods (Madumere-Obike, 2007).
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The need for teachers in secondary schools to improve their knowledge, skills, attitude and behaviours while on the job is more critical now in the developing nation like Nigeria than ever before for a number of reasons for example, academic programmes in our schools rarely adequately prepared students as finish products for their future position as teachers and their accompanying responsibilities (Peretomode, 2001; Peretomode & Chukwuma, 2014).
IMPACT OF STAFF DEVELOPMENT PROGRAMMES ON THE PERFORMANCE OF TEACHERS IN SECONDARY SCHOOLS IN ASABA METROPOLIS IN DELTA STATE, NIGERIA
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