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ASSESSING THE IMPACT OF IN-SERVICE TRAINING ON STAFF PERFORMANCE AT UNIVERSITY OF EDUCATION
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study aims to assess the impact of in-service training on staff performance at the University of Education. In-service training plays a pivotal role in enhancing the skills and knowledge of employees, leading to improved performance and organizational outcomes. The University of Education recognizes the importance of continuous professional development for its staff members, and regularly conducts in-service training programs to foster their growth and effectiveness.
The research methodology involves a mixed-methods approach, combining qualitative and quantitative data collection techniques. Firstly, a comprehensive literature review is conducted to explore existing theories and empirical studies related to in-service training and its impact on staff performance. This review provides a theoretical framework for the study and helps identify relevant variables and key performance indicators.
Next, surveys and interviews are conducted to gather data from the staff members who have undergone in-service training programs at the University of Education. The survey questionnaire includes items related to the perceived effectiveness of the training, changes in knowledge and skills, and the application of acquired knowledge in their work. The interviews aim to gain a deeper understanding of the staff members’ experiences and the specific ways in which the training has influenced their performance.
Data analysis involves both quantitative and qualitative techniques. Descriptive statistics, such as means and frequencies, are used to analyze the survey data, while thematic analysis is applied to the interview transcripts. The findings will be triangulated to provide a comprehensive picture of the impact of in-service training on staff performance.
The results of this study are expected to contribute to the existing literature on in-service training and its implications for staff performance in the higher education context. The findings will inform the University of Education’s training and development policies, helping them design more effective and targeted training programs that align with staff needs and organizational goals. Furthermore, the study will provide insights into the factors that facilitate or hinder the successful implementation of in-service training initiatives.
Keywords: in-service training, staff performance, professional development, higher education, University of Education.
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