CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In recent years, national, state and local policy makers and educators have launched effort to improve education by creating a fundamental shift in what children learn and how they are taught. If children are to achieve at levels demanded by the high standards that states and districts have adopted, however teachers will have to help them do so. Teachers are necessarily at the centre of reform, for they must carry out the demands of high standards in the classroom, Cuban (1990). Thus, the success of ambitious education reform initiatives hinges, in large part, on the qualification and effectiveness of teachers. As a result, teacher professional development is a major focus of systematic reform initiatives Corcoran (1995), Corcoran Sheelds and Zucker (1998).
To carry out the demands of education reform teachers must be immersed in the subjects they teach and have the ability both to communicate basic knowledge and to develop advanced thinking and problem solving skills among their students. However, although teachers generally support high standards for teaching and learning, many teachers are not prepared to implement teaching practices based on high standards, Cohen (1990); Elmere and Burney (1996). Many teachers learn to teach using a model of teaching and learning that focuses heavily on memorizing facts, without also emphasizing deeper understanding of subject knowledge, Cohen, MC Laughlin and Talbert (1993).
Shifting to a more balanced approach to teaching which places more emphasis on understanding subject matter, means that teachers must learn more about the subject they teach, and how students learn these subjects. The continual Deeping of knowledge and skills is an integral part of any profession. Teaching is no exception, Schulman and sparks, (1992) and National Board for Professional Teaching Standards (1989).
Staff development programme is a process designed to improve job
understanding, promote more effective job performance and establish future
goals for career growth. It helps staff in understanding their
responsibilities. It is the opportunities available to new and experienced
teachers and teaching assistants (Paraprofessionals). These activities are
designed to improve the quality of classroom instruction; enable individuals to
grow professionally; introduce practitioners to the practical applications of
research validated strategies; and help
teachers meet their license and salary differentials. Staff development programmes can also be referred to as the process and activities through which every organization develops, enhances and improves the skills, competencies and overall performance of its employees and workers
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IMPACT OF STAFF DEVELOPMENT PROGRAMMES ON THE INSTRUCTIONAL TASK PERFORMANCE OF SECONDARY SCHOOL TEACHERS IN KADUNA METROPLIS, NIGERIA
