Dimensions and Implementation of Development Programmes and Job Performance of Teachers in Private Secondary Schools in Delta State

Abstract

This study examined the dimensions and implementations of development programmes in private secondary schools in Delta State. Five research questions guided the study. The study adopted the correlational method of ex-post facto research design. The population of the study comprised 6,512 teachers in private secondary schools in Delta State, Nigeria. The sample size for the study comprised 326 teachers. The sampling techniques that were used for the study are proportionate stratified and convenience sampling techniques. The instrument that was used to collect data in this study is questionnaire. The face and content validities of the questionnaire were determined by the researcher’s supervisor and two other lecturers in the Department of Educational Management and Foundations. Cronbach alpha reliability index was used to determine the internal consistency of the items in the instrument. The coefficients include Stages of Development Programmes = 0.80; Training Needs = 0.94; Location of Training = 0.80; and Timing of Training = 0.86. Mean and standard deviation was used to answer the research questions. The findings of the study revealed that the dimensions of development programmes practiced in private secondary schools include stages of development, training needs, location and timing of training. The finding revealed a high level of implementation for each of these dimensions. The study recommended amongst others that private secondary schools should implement a robust system for continuous monitoring and evaluation of development programmes.