Department of Christian Religious Studies, Ebonyi State College of Education, Ikwo.

Abstract

This study investigated the impact of staff development programmes on the performance of teachers in secondary schools in Ebonyi state. The study arose because of the complaint among education stakeholders in Ebonyi state that teachers’ performance is on the decline due to little or no development programmes. Two research questions and two hypotheses guided the study. The design for the study was descriptive survey. The population for the study comprised all the 4,360 teachers, principals and Ministry of Education officials in the three zones in Ebonyi state. The sample for the study consisted of 285 teachers, principals and Ministry of Education officials selected through proportionate random sampling techniques. The researcher developed instrument was validated by three experts from Ebonyi State College of Education, Ikwo. The questionnaire was administered to the respondents drawn from secondary schools and the state and Ministry of Education offices. The reliability indices of the instrument were determined using Cronbach alpha. The data collected were analyzed using frequency counts, percentages and Analysis of Variance (ANOVA). The findings of the study showed that teachers’ performance was positively impacted through regular in-service training and workshops. On the basis of this finding, it was recommended that there should be a formal policy guideline by the state government for training of teachers. Opportunity should be made available for every teacher to attend in-service training programmes regularly.