IN-SERVICE TRAINING AS CORRELATE OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined in-service training as correlate of teachers’ job commitment in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level significance. The study adopted correlational research design. The population of the study comprised 6598 teachers in 267 public secondary schools in the six Education Zones of Anambra State. A sample of 660 teachers was used for the study. Proportionate stratified random sampling technique was used for the study. The instruments for data collection were a researcher-structured questionnaire titled: Teachers’ In-service Training Questionnaire (TISTQ) and Teachers’ Job Commitment Questionnaire (TJCQ). The instruments were content validated while the construct validation was ascertained using Principle Component Analysis Approach. The reliability of the instruments were determined using Cronbach Alpha Coefficient method which gave coefficient values of 0.87 for teachers’ part-time academic programme and 0.86 for teachers’ seminar programme and 0.899 for teachers’ job commitment. Pearson Product Moment Correlation Coefficient was used to answer the research questions and hypotheses. The study revealed that teachers’ part-time academic programme and teachers’ seminar programme have strong positive and significant correlation with teachers’ job commitment in public secondary schools in Anambra State. Based on the findings, the study recommended that the government should encourage and fund teachers’ participation in part-time academic programmes, seminars, and workshops that enhance their teaching skills and knowledge.