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Moderating Role of Organizational Affective Commitment on the Relationship Between Self Efficacy, Training and Performance of Teachers in Public Secondary Schools
Chapter One
Introduction
1.1 Background to the study
Public Secondary schools are established
to educate and enable contributions of the students to the economic, political
and socio-cultural wellbeing of a country as well as discovering their talents.
In 2014, statistics have shown that Bauchi State recorded 5.28% success in West
African Examination Council (WAEC). In the year 2015, out of the20,534
candidates that sat for the WAEC only 750 students representing 3.65% made 5
credits. Furthermore, the state was ranked 36th on the performance table (see
appendix J). Consequently, the realization of objectives of these public
secondary schools is becoming threatened. An important factor responsible for
this can be attributed to the deteriorating expertise of teachers of these schools
and this is evident by the recent remark made by the state governor. He
expressed his dismay on the declining commitment and performance of the
teachers in the state (Abubakar, 2016). Teachers, according to Waseka, Sitmatwa
and Okwach (2016) are regarded as the most influential school-based factors
that influence students’ performance. Performance describes the achievement of
specific tasks measured against predetermined or identified standards of
accuracy, completeness, cost and speed (Afshan, Sobia, Kamran & Nasir
2012). Extant studies, however, (e.g. Amir & Amen, 2013, Bashir, Alias,
& Awang, 2016; Ghannam, 2010; Owens, 2006) have documented factors
attributed to the deteriorating performance of teachers in the world some of
which are inadequate facilities, poor commitment of teachers, inadequate
training, low qualification and teachers‘ belief. In different studies done in
Nigeria (e.g., Welson, 2016; Yusuf & Dada, 2016; Akinsola, 2010) have
established various reasons that contributed to the declining performance of
teachers in Nigeria which include inadequate facilities, low qualification, poor
commitment, lack of supervision, inadequate training among others. Efforts need
to be made by Bauchi state government to provide the necessary training need
for the teachers. Studies (e.g, Elnaga & Imran, 2013; Rahman, Nabi, Akhter,
Hasan, & Ajmal, 2011; Khan, Khan, & Khan, 2011; Obisi, 2011) have noted
that providing training for human resource is a key to the success of any
organization. To them, the smooth and efficient running of any organization
depends on how well staff are equipped with appropriate skills to perform their
tasks. A teacher just like any other employee is from time to time developed
through training. Improved capabilities, knowledge and skills of the talented workforce
proved to be a major source of schools strengths. With the emerging trends of
education in Nigeria, the quality of teachers is becoming increasingly
threatened to the extent that some schools have cultivated the habit of
rejecting some calibre of teachers (Yusuf & Dada, 2016). The teacher has to
keep abreast with the changes in teaching methodologies, pedagogies and
curriculum and hence the importance of training for teachers. This might be
achieved by way of training of staff. Training is a systematic process to
enhance employee‘s skill, knowledge and competency, necessary to perform
effectively on job (Obisi, 2001). Teaching by its very nature involves solving
ill-defined problems that are complex, dynamic, and non-linear. Consequently,
performance of teachers may largely depend on their personal attributes and
belief in oneself. The way and manner teachers define tasks, employ strategies,
view the possibility of success, belief and ultimately solve the problems and
challenges they face differ. It is this concept of personal attributes that
underlies the importance of self-efficacy as a critical component in job
related performance (Judge, Jackson, Shaw, Scott, & Rich, 2007).
NB: The Complete Thesis is well written and ready to use.
