ASSESSMENT OF IN-SERVICE TRAINING AND SECONDARY SCHOOL TEACHERS JOB SATISFACTION IN RIVERS STATE

Abstract

The study examined in-service training and secondary school teacher’s job satisfaction in Rivers state. To achieve the objectives set, data was collected from primary and secondary data sources. The primary data used was obtained from reconnaissance survey and direct interviews. The secondary data sources included existing literature, academic journals, and the internet. The study adopted Multi-stage sampling technique for adequate representation, while applying the Taro Yamane formula to determine a manageable sample size of 349. Descriptive statistics such as frequency, percentages, tables and the PPMC were used for data analysis. Majority of the variables tested shows that there are strong positive correlations between in-service training and teacher’s job satisfaction. The major findings of this study revealed these forms of in-service training; pre-service training, in-service training, correspondence courses, regular courses, conferences, workshop’s, distance learning/ self-study, seminars, exhibitions. 100% of the sampled teachers agreed that in-service training inculcate new ideas and innovation on them, which directly affect their teaching skills positively. Also 9.7% of teachers agreed that they learnt how to use ICT through participation in in-service training, against 90.3% who disagreed with such assertion. Furthermore, teachers who engage in in-service training tend to enhance their communication skills; 20.3% of teachers agreed to that while majority (79.7%) totally disagreed with such assertions. The study concluded that, teachers who take part in in-service training tend to acquire relevant teaching skills. The development of teachers through in-service training is essential to the nature of their commitment to work, and job satisfaction. The study recommended that the Rivers state government should enable her public secondary school teachers to access adequate monetary grants to ensure self-development among this will promote maximum job efficiency in teachers input.