An Evaluation of Access to Training and Development among Teachers in Selected Public Second Cycle Schools in Kumasi Metropolis
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Date
2011-06-06
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Abstract
Education is recognized the world over as the single most important social institution that influences and is influenced by other social institutions. One may wonder whether the institutional, structures within which training and development programmes are organized efficient enough to facilitate effective teaching and learning. It was precisely this concern that matured this study. This work was designed to evaluate the Access to training and development and its influence on performance among teachers in selected public second cycle schools in the Kumasi Metropolis. A sample size of two hundred was selected using the simple random sampling methods. The sample included Headmasters, Assistant Headmasters and Teachers from selected second cycle schools in the Kumasi Metropolis. The instruments used for the study were questionnaires and interviews. The data was analyzed using tables, pie and bar charts. Among the main findings of the study were: there was no well structured training policy for training of teachers in GES, Lack of funds and resources persons were the main problems associated with training in GES. Proper analysis was not normally done before training programmes are organized. The main recommendations were; careful analysis of all performance gaps should be undertaken before deciding on whether or not training is the solution to the problem. The management should revise the training programme of the human resource of GES. .GES should set up special funds meant for training and development programmes in order to ease the over dependants of Government funds. The training policies of GES must be reviewed periodically in response to changes in their respective environment.
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A thesis submitted to the Institute of Distance Learning, Kwame Nkrumah University of Science and Technology in partial fulfillment of the requirements for the Commonwealth Executive Master of Business Administration (CEMBA), June, 2011