PROFESSIONAL DEVELOPMENT PROGRAMMES AND TEACHERS’ EFFECTIVENESS IN ILORIN-WEST LOCAL GOVERNMENT AREA SECONDARY SCHOOLS, KWARA STATE
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CHAPTER ONE
INTRODUCTION
Background to the Study
Globally, educating a nation remains the most paramount strategy for the development of the society throughout the world. It is pertinent to note that many studies on human capital development concur that it is the human resource of the nation not its capital or natural resources that ultimately determine the pace of its economic and social development, the most important institutional mechanism for developing human capital is formal education system of primary, secondary and tertiary training (Nsubuhu, 2003)
Teachers constitute an important factor in the implementation of the curriculum. The quality of teachers is known to be a key predictor of students’ performance, stressing this point. Hammad (2001) point out that the simple most important determinant of what student learn is what teacher known. Teaching as a profession, demand continuous update of knowledge and ability through training programmes. Such training programme include workshop conference seminar, induction and orientation for new staff, refresher courses, in-service training and so on.
The examination of professional development programmes and teacher effectiveness in Ilorin west local government area public secondary school, Kwara State in these second decade of the 21st century is more desirable with the world population reaching the zenith of 7.3 billion on July 31, 2015 (UNPF, 2015) the public secondary school are more challenged with the complex nature of the increasing diverse population of students given admission from different part of the state without commensurate training given to the teachers for them to live up to expectations and give highest standard of knowledge.
