AVAILABILITY AND CONSTRAINTS OF CAPACITY BUILDING PROGRAMMES FOR TEACHERS’ PRODUCTIVITY IN SECONDARY SCHOOLS IN ABIA STATE, NIGERIA.

Abstract

This study examine the availability and constraints of capacity building programmes for teachers’ productivity in secondary schools in Abia State. Two research questions and two hypotheses guided the study. The population of the study consisted of 3,529 teachers in the 223 public secondary schools in Abia State. A sample of 765 respondents (51 principals and 714 teachers) was drawn through the stratified random sampling technique. This represented 22% and 20% of the principals and teachers respectively. A questionnaire titled, “Availability and Constraints of Capacity Building Programmes for Teachers Productivity Questionnaire (ACCBPTPQ)” was used for data collection. The instrument was properly validated by research experts and the reliability test was carried out using test retest method and Pearson’s Product Moment Correlation Coefficient which yielded an ‘r’ index of 0.83. Data collected were analyzed with mean, standard deviation and rank order to answer the research questions and z-test was used to test the hypotheses at 0.05 level of significance. The study revealed that the capacity building programmes available for teachers productivity in secondary schools in Abia State are in-service training and mentoring while the constraints to capacity building programmes for teachers productivity are lack of incentives for teachers participation; high cost of registration; poor publicity; lack of interest; poor organization of capacity building programmes and lack of time for active participation in capacity building programmes. Based on these findings conclusion was drawn and the following recommendation among others was made: Government should enhance the organisation of capacity building programmes and the participation of teachers in such programmes through adequate funding and prompt payment of teachers salaries as well as the provision of necessary incentives to teachers.