RELATIONSHIP BETWEEN STAFF DEVELOPMENT PRACTICES AND TEACHERS’ TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

Exploring available opportunities to acquire more skills and advance in knowledge and
experience help the teachers to function effectively. Thus, this study examined the relationship
between staff development practices and teachers’ task performance in public secondary schools
in Anambra State. The study achieved two purposes. The study was guided by two research
questions while two hypotheses were tested at 0.05 level of significance. Correlation research
design was adopted for the study. The population of the study consisted of 7,989 teachers in the
268 Public Secondary Schools in the six education zones in Anambra State. A sample of 799
teachers were drawn using proportionate stratified sampling technique. A well-structured Staff
Development Practices Questionnaire (SDPQ) and Teachers Task Performance Questionnaire
(TTPQ) were the instruments used to collect data for the study. Pearson Product Moment
Correlation and Multiple Regressions Statics were used to answer the research questions and test
the hypotheses. The test of reliability of the instrument yielded reliability coefficient of 0.76 and
0.81 for SDPQ and TTPQ respectively. The findings of the study revealed among others that
mentorship practices have a high positive relationship with teachers' task performance while job
rotation has a moderate positive relationship with teachers' task performance in public secondary
schools in Anambra State. The study recommended among others that the government and
principals should encourage the teachers to embrace the available practices of staff development
practices to acquire new skills, experiences and knowledge for professional development and
enhanced task performances.