Effectiveness Of In-service Training Research Articles

Effectiveness of In-Service Training: A Study of Secondary School Teachers of Balasore District, Odisha

Effectiveness of In-Service Training: A Study of Secondary School Teachers of Balasore District, Odisha

Investigation Of The Effect Of In-Service Training On Burnout Syndrome In Context Of Gender

Teknolojik gelişmeler ve küreselleşme ile ticari sınırların ortadan kalkması lojistik sektörüne duyulan ihtiyacı artırmıştır. Lojistik sektörüne duyulan ihtiyaç ve lojistik sektörünün dinamik yapısı iş yükünün artmasına ve böylelikle de lojistik çalışanlarının stres seviyesinin yükselmesine neden olmuştur. Stres seviyesinin yükselmesi ile çalışanların psikolojik ve fiziksel olarak kendilerini kötü hissetmeleri tükenmişlik sendromuna yakalanma olasılığını artırmaktadır. İşletmeler iş yükü karşısında oluşan stresi azaltmak, değişimler karşısında çalışanların hazırlıklı olmalarını sağlamak, niteliklerini geliştirmek ve rekabet ortamında üstünlük sağlamak amacıyla çalışanlarına hizmet içi eğitimler vermektedir. Bu araştırmanın amacı da lojistik işletmelerinde çalışanların almış oldukları hizmet içi eğitimlerin tükenmişlik sendromu üzerindeki etkisini cinsiyet bağlamında incelemektir. Araştırmanın örneklemini Türkiye’de faaliyet gösteren lojistik işletmelerinin hizmet içi eğitimi almış 336 çalışanı oluşturmaktadır. Araştırmada veriler online anket tekniği ile toplanmış ve Yapısal Eşitlik Modeli kullanılarak analiz edilmiştir. Araştırma sonucunda lojistik işletmelerinde verilen oryantasyon eğitiminin kadınlarda tükenmişlik sendromunun alt boyutlarından duygusal tükenmişliği, duyarsızlaşmayı ve kişisel başarısızlığı, erkeklerde ise sadece kişisel başarısızlığı olumsuz etkilediği tespit edilmiştir. Ayrıca rotasyon eğitiminin erkeklerde ve kadınlarda kişisel başarısızlığı, ayrıca erkeklerde duygusal tükenmişliği olumsuz etkilediği gözlemlenmiştir.

Relevancy and Effectiveness of In-Service Training with Professional Needs of University Teachers in Curriculum Development and Instruction

The major purpose of the study was to critically analyze the relevancy and effectiveness of the training contents and process of the workshop, to assess the training needs of university teachers in terms of conceptualizing new meaning and scope of curriculum development. The population of the study consisted of thirty-nine teachers from different departments of the Khawaja Fareed University of Engineering and Information Technology Rahim Yar Khan and resource person. Pre and Post tests were developed as a research tool. A pre-test was to be delivered to the trainees for assessing their previous knowledge about curriculum development. At the end of the workshop, a post-test was conducted to evaluate the outcomes of the workshop. Researchers also observed the resource persons’ role, participants’ performance, and instructional material, time management, venue, and refreshment. The collected data through pre-test and post-test was filtered and analyzed critically. In the light of the analysis of the research study, it was found that trainees of the workshop gained enough knowledge about the concepts, models, roles, global trends in the 21st century, principles, and main factors of curriculum development. It was concluded that the workshop was effective and healthy practice for the participants in the perspectives of curriculum development at the university level.

THE EFFECT OF IN-SERVICE TRAINING, PEDAGOGIC COMPETENCY AND WORK CLIMATE ON TEACHER PERFORMANCE AT STATE ISLAMIC JUNIOR HIGH SCHOOL (MTSN) OF SOUTH LAMPUNG

This study analyses the effect of In-Service Training, pedagogic competence, and work climate simultaneously on teacher performance at MTsN of South Lampung. The research method used was the quantitative method. The data were collected using questionnaires, interviews, observations, and documentation. The first results of this study indicated that based on the hypothesis test results, In-Service Training posed a significant effect on teacher performance with a t-critical value of 1.668, a t-observed value of 1.954, and the Sig. value of 0.004. Therefore, the t-observed value was greater than the t-critical value(1,954>1,668) and the Sig. value of 0.04 was less than 0.05. These results indicated that Ha was accepted. The second results of this study indicated that educational competence had a positive and significant influence on the performance of MTsN teachers in the South Lampung Regency. This result was supported by the t-critical value of 1.668, the t-observed value of 10.081, and the Sig. value of 0.00. Therefore, the t-observed value was greater than the t-critical value (10.081>1.668) and the Sig. value of 0.00 was less than 0.05, which means Ha was accepted. The third result showed that the work climate variable had a positive and significant effect on teacher performance at MTsN in South Lampung Regency with a t-critical value of 1.668, the t-observed value of 2.063 the Sig. value of 0.01. Therefore, the t-observed value was greater than the t-critical value (2.063<1.668) and the Sig. value of 0.01 was smaller than 0.05, which means Ha was accepted. The fourth result of this study indicated that the In-Service Training, pedagogic competence, and work climate had a simultaneous effect on teacher performance. The F-observed value evidences these results. Of 192.454, which was smaller than the F-critical value of 2.75 with a significance of 0.00.

Effectiveness of in-service training plus the collaborative improvement strategy on the quality of routine malaria surveillance data: results of a pilot study in Kayunga District, Uganda

BackgroundSurveillance data are essential for malaria control, but quality is often poor. The aim of the study was to evaluate the effectiveness of the novel combination of training plus an innovative quality improvement method—collaborative improvement (CI)—on the quality of malaria surveillance data in Uganda.MethodsThe intervention (training plus CI, or TCI), including brief in-service training and CI, was delivered in 5 health facilities (HFs) in Kayunga District from November 2015 to August 2016. HF teams monitored data quality, conducted plan-do-study-act cycles to test changes, attended periodic learning sessions, and received CI coaching. An independent evaluation was conducted to assess data completeness, accuracy, and timeliness. Using an interrupted time series design without a separate control group, data were abstracted from 156,707 outpatient department (OPD) records, laboratory registers, and aggregated monthly reports (MR) for 4 time periods: baseline—12 months, TCI scale-up—5 months; CI implementation—9 months; post-intervention—4 months. Monthly OPD register completeness was measured as the proportion of patient records with a malaria diagnosis with: (1) all data fields completed, and (2) all clinically-relevant fields completed. Accuracy was the relative difference between: (1) number of monthly malaria patients reported in OPD register versus MR, and (2) proportion of positive malaria tests reported in the laboratory register versus MR. Data were analysed with segmented linear regression modelling.ResultsData completeness increased substantially following TCI. Compared to baseline, all-field completeness increased by 60.1%-points (95% confidence interval [CI]: 46.9–73.2%) at mid-point, and clinically-relevant completeness increased by 61.6%-points (95% CI: 56.6–66.7%). A relative − 57.4%-point (95% confidence interval: − 105.5, − 9.3%) change, indicating an improvement in accuracy of malaria test positivity reporting, but no effect on data accuracy for monthly malaria patients, were observed. Cost per additional malaria patient, for whom complete clinically-relevant data were recorded in the OPD register, was $3.53 (95% confidence interval: $3.03, $4.15).ConclusionsTCI improved malaria surveillance completeness considerably, with limited impact on accuracy. Although these results are promising, the intervention’s effectiveness should be evaluated in more HFs, with longer follow-up, ideally in a randomized trial, before recommending CI for wide-scale use.

Development of Science Teachers’ PCK About Waves Through Training in the Use of the Ripple Tank Apparatus

This study investigated the effect of in-service training in the use of the ripple tank equipment on science teachers’ pedagogical content knowledge (PCK) about the topic of waves. Three Grade 10 Physical Sciences teachers participated in this qualitative case study. The Refined Consensus Model informed the conceptual framework of this study, considering PCK at a topic level within each of the three realms of PCK. The training exposed teachers to the collective realm of PCK with the intention of developing their personal PCK about the topic. Teachers’ personal PCK was explored by means of written Content Representations before as well as after the training. After the training, teachers’ enacted PCK was observed and video-recorded while teaching the topic of waves to their learners. Pedagogical reasoning was elicited through video stimulated recall interviews. The post-training interviews also provided insight into participants’ general views about the in-service training. The results show that the participants’ personal PCK improved and that some of the content and skills taught during in-service training were utilized in the enacted PCK of two of the participants, particularly regarding conceptual teaching strategies. Least improvement occurred for the component of teachers’ knowledge of learners’ understanding. We found evidence that teachers’ beliefs influence their pedagogical reasoning, acting as amplifiers and filters to translate newly acquired personal PCK into enacted PCK: teachers who prioritise hands-on experiences and teaching for understanding as opposed to rote learning are more receptive to training in the use of apparatus. The study therefore shows that training in the use of the ripple tank equipment improved in unique ways each of the teachers’ PCK about waves.

Effects of in-service and coaching to increase teachers’ use of research-based strategies in beginning reading

In-service and coaching can increase teachers’ use of research-based practices. This study examined the effects of in-service training plus coaching that included preconference, side-by-side coaching, and feedback on kindergarten teachers’ use of research-based strategies during beginning reading instruction. Teachers were trained to enhance beginning reading instruction using research-based strategies including model-lead-test, unison responding (i.e., choral responding, response cards), and systematic error correction. Results indicated that for some teachers, a half-day in-service improved delivery of the research-based strategies, while others required side-by-side coaching to demonstrate improved use of the strategies. Teachers reported the in-service and coaching support were helpful and provided information on research-based strategies that increased student engagement. Implications for future research and practice are discussed.

Training Interaction Skills of Pre-service ECEC Teachers: Moving from in-Service to Pre-service Professional Development

Whereas various studies have examined the effects of in-service training, relatively little is known about effective approaches for improving interaction skills among pre-service teachers for early childhood education and care. In this study, the evidence-based in-service Caregiver Interaction Profile training course was implemented in Dutch pre-service teacher training. The pre-service teachers on the program with relatively low scores at the pretest showed a significant growth in relation to four interaction skills: sensitive responsiveness, respect for autonomy, structuring and limit setting, and verbal communication. We discuss these results in the context of effective professional development in early childhood education and care.

The effect of in-service training on employees' productivity in education and training organisation, Shiraz, Iran

Implementation of training programs in an organisation can provide organisational human resources with the proper knowledge in future, and can assist their empowerment. Generally, the main purpose of in-service training seems to be more productivity and the real productivity. Examining the result of such a study will definitely have a significant effect on improving employees' productivity which is a requisite of continuing education and training cycle. The goal of this study is to evaluate the effects of training on employees' productivity; the participants are Shiraz-branch education and training organisation. Regarding the type, this study is an applied one, and data gathering is done as a descriptive survey. The participants consist of 65 employees of education and training organisation. Achieve labour productivity inventory questionnaire and information technology were applied. Findings indicate that there is a meaningful and significant relationship among in-service training, productivity, increase in self-confidence and adaptation to change among employees.

The effect of in-service training on employees' productivity in education and training organisation, Shiraz, Iran

The effect of in-service training on employees' productivity in education and training organisation, Shiraz, Iran

Immediate assessment of performance of medical laboratory scientists following a 10-day malaria microscopy training programme in Nigeria

BackgroundRapid and precise diagnosis of malaria is an essential element in effective case management and control of malaria. Malaria microscopy is used as the gold standard for malaria diagnosis, however results remain poor as positivity rate in Nigeria is consistently over 90%. The United States President’s Malaria Initiative (PMI) through the Malaria Action Program for States (MAPS) supported selected states in Nigeria to build capacity for malaria microscopy. This study demonstrates the effectiveness of in-service training on malaria microscopy amongst medical laboratory scientists.MethodThe training was based on the World Health Organization (WHO) basic microscopy training manual. The 10-day training utilized a series of didactic lectures and examination of teaching slides using a CX 21 Olympus binocular microscope. All 108 medical laboratory scientists trained from 2012 to 2015 across five states in Nigeria supported by PMI were included in the study. Evaluation of the training using a pre-and post-test method was based on written test questions; reading photographic slide images of malaria parasites; and prepared slides.ResultThere was a significant improvement in the mean written pre-and post-tests scores from 37.9% (95% CI 36.2–39.6%) to 70.7% (95% CI 68.4–73.1%) (p < 0.001). The mean counting post-test score improved significantly from 4.2% (95% CI 2.6–5.7%) to 27.9% (95% CI 25.3–30.5%) (p < 0.001). Mean post-test score for computer-based picture speciation test (63.0%) and picture detection test (89.2%) were significantly higher than the mean post-test score for slide reading speciation test (38.3%) and slide reading detection test (70.7%), p < 0.001 in both cases.ConclusionParasite detection and speciation using enhanced visual imaging was significantly improved compared with using direct microscopy. Regular in-service training and provision of functional and high resolution microscopes are needed to ensure quality routine malaria microscopy.

An Assessment on the Effect of In-Service Training on Employees Performance: A Case of Secretaries in Baringo County, Kenya

The purpose of the study was to establish effects of in-service training on performance of secretaries in Baringo County Government. The specific objectives of the study were to; establish the in-service approaches employed on secretaries, to determine the effect of Government training policies on performance of secretaries, to evaluate the effect of employees training needs assessment on performance of secretaries, and to investigate effect of in-service training contents on performance of secretaries. The study was guided by Uncertainty Reduction Theory (URT). Descriptive survey design was adopted; the study area was Baringo County Government headquarters. The target population was secretaries at the County headquarters. All the 143 secretaries at the County headquarters participated in the study. Cronbach’s Alpha Coefficient was determined to establish the reliability of the instrument. Questionnaires were used to collect data from the secretaries. The results indicated that secretaries in Baringo County government have undergone in-service training. Various approaches were used in administering in-service training to secretaries; conferences, workshops, and seminars, orientations, lecture method, and apprenticeship. The secretaries in Baringo County government are aware of the government policy on employees training. The criteria for employees’ selection for in-service training were found to be transparent and fair. The study established that the policy stipulates budgetary allocation for employees in in-service training and that the policy recognizes in-service training in consideration for promotion. The study established that human resource department undertakes training needs assessment before organizing in-service training. The study further established that employees lack the capacity to perform their duties efficiently without in-service training. The new changes in the governance structure of the County government necessitate in-service training of the employees. The study indicated that in-service training has enabled secretaries improve their job skills, has enhanced their capacity to take new responsibilities, and improved problem-solving skills of the secretaries. In-service training has also enhanced personal career development of the secretaries and has reduced job related stress. It was also established that in-service training has contributed to cooperation among employees, has made clear the responsibilities of the employees hence reducing conflicts in work place, and enhanced professional rules adherence, and improved work relations among the employees. The study recommends: an evaluation to ascertain the approach that has more impact on the employees’ performance, implementation to the letter and spirit of the training policies, and deploying modern technologies such as HRIS in order to enhance timely information on training needs .

INSERVICE TEACHER TRAINING PROGRAMMES: IMPLICATIONS ON TEACHER EFFECTIVENESS IN SECONDARY SCHOOLS IN KENYA

The purpose of this study was to assess the effect of In-service Teacher Training Programmes on teachers’ effectiveness in Sotik Sub-County. In-service Teacher Training Programme is a mode of study undertaken by teachers who are already in the teaching profession. This programme is offered during the school holidays in April, August and December and in the evenings and weekends. The programme affects the teachers’ performance in their respective secondary schools either positively or negatively. This study was guided by five main objectives: To determine the effect of In-service Teacher Training Programme on teacher’s effectiveness on planning for instruction, on lesson content delivery, teacher’s evaluation skills, on development of Student-Teacher relationship and finally to examine the effect on their use of teaching- learning resources on their teaching. The study employed descriptive survey design. 356 teachers, 36 head teachers, one Quality Assurance and Standards Officer which formed a target population of 393 respondents. To obtain the sample size a purposive sampling was used to target teachers who have undergone or undergoing In-service Teacher Training Programme. Sub-county QASO and Head teachers whose schools had ITTP teachers were interviewed. Stratified purposive sampling was used to select two teachers per school who were observed considering gender where applicable. All teachers who had undergone and those undergoing In-service Teacher Training Programme in the sub-county secondary schools filled the questionnaire. Data was gathered by use of a questionnaire, an interview schedule, an observation guide and documentary analysis. The data was subjected to both qualitative and quantitative analysis. The study was based on the model of Effective Schools by Lesothe (2001) who posited the seven correlates of effective schools that includes instructional leadership, high academic success, monitoring of students’ progress and opportunity to learn. The data analysis was done using both descriptive (means, frequencies and tables) as well as inferential statistics (correlation). A statistically significant positive relationship between the dependent variable In-service Teacher Training Programme and effective teacher planning for instruction at a coefficient of 0.571 (p=0.00˂0.05), positive relationship with teachers’ lesson content delivery at a coefficient of 0.682(r=0.682 p<0.05), positive relationship with teachers’ student evaluation at a coefficient of 0.611(r=0.611 p<0.05); positive relationship with teachers’ development of Student -Teacher relationship at a significant coefficient of 0.622(r=0.622 p<0.05) and a positive relationship with teachers’ use of Teaching-Learning resources at a significant coefficient of 0.692(r=0.692 p<0.05). The study recommend consented efforts of the Government, School Principals, Universities in ensuring proper rolling and management of the In-service Teacher Training Programme in order to benefit more teachers. Universities need to follow up their products (alumni) in the form of surveys, ITTP research and interaction and assess their performance in view of the training their alumni received. Further studies are recommended to establish the sources of fees for the Teachers under ITTP in the Universities and challenges thereof, which university has high number of MEd students and why as well as which gender is of high population in ITTP and to find reasons why. Article visualizations:

Lecturers' Perceptions on the Effectiveness of In-Service Training Programs at Selected Public Sector Organisations in Namibia

The training programs, irrespective of their scopes and time frames, aims to enrich the skills, knowledge level and attitude of participants so that they eventually enhance organizational performance. The training institution investigated in this study did not have a training evaluation policy at its inception. Hence, the aim of this paper is to report on the lecturers’ views on the effectiveness of in-service training at one of the public sector organization in Namibia. The study adopted a quantitative approach and a total of 32 academic staff participated in it. The results indicate that the majority of respondents are of the view that the institution does not conduct training need assessments. They also expressed that the in-service training programs provided by the institution do not empower them to become better teachers. It is thus recommended that the institution provides in-service training programs that specifically improve lecturers’ pedagogical skills in this regard.

Contraceptive service provider imposed restrictions to contraceptive access in Urban Nigeria

BackgroundHealth service providers can restrict access to contraceptives through their own imposed biases about method appropriateness. In this study, provider biases toward contraceptive service provision among urban Nigerian providers was assessed.MethodsHealth providers working in health facilities, as well as pharmacists and patent medical vendors (PMV), in Abuja, Benin City, Ibadan, Ilorin, Kaduna, and Zaria, were surveyed in 2011 concerning their self-reported biases in service provision based on age, parity, and marital status.ResultsMinimum age bias was the most common bias while minimum parity was the least common bias reported by providers. Condoms were consistently provided with the least amount of bias, followed by provision of emergency contraception (EC), pills, injectables, and IUDs. Experience of in-service training for health facility providers was associated with decreased prevalence of marital status bias for the pill, injectable, and IUD; however, training experience did not, or had the opposite effect on, pharmacists and PMV operator’s reports of service provision bias.ConclusionsProvider imposed eligibility barriers in urban study sites in Nigeria were pervasive - the most prevalent restriction across method and provider type was minimum age. Given the large and growing adolescent population – interventions aimed at increasing supportive provision of contraceptives to youth in this context are urgently needed. The results show that the effect of in-service training on provider biases was limited. Future efforts to address provider biases in contraceptive service provision, among all provider types, must find creative ways to address this critical barrier to increased contraceptive use.

Contraceptive service provider imposed restrictions to contraceptive access in urban Nigeria

BackgroundHealth service providers can restrict access to contraceptives through their own imposed biases about method appropriateness. In this study, provider biases toward contraceptive service provision among urban Nigerian providers was assessed.MethodsHealth providers working in health facilities, as well as pharmacists and patent medical vendors (PMV), in Abuja, Benin City, Ibadan, Ilorin, Kaduna, and Zaria, were surveyed in 2011 concerning their self-reported biases in service provision based on age, parity, and marital status.ResultsMinimum age bias was the most common bias while minimum parity was the least common bias reported by providers. Condoms were consistently provided with the least amount of bias, followed by provision of emergency contraception (EC), pills, injectables, and IUDs. Experience of in-service training for health facility providers was associated with decreased prevalence of marital status bias for the pill, injectable, and IUD; however, training experience did not, or had the opposite effect on, pharmacists and PMV operator’s reports of service provision bias.ConclusionsProvider imposed eligibility barriers in urban study sites in Nigeria were pervasive - the most prevalent restriction across method and provider type was minimum age. Given the large and growing adolescent population - interventions aimed at increasing supportive provision of contraceptives to youth in this context are urgently needed. The results show that the effect of in-service training on provider biases was limited. Future efforts to address provider biases in contraceptive service provision, among all provider types, must find creative ways to address this critical barrier to increased contraceptive use.

The Effect of in-Service Training on Perceived Organizational Commitment Level and Employee Performance

The Effect of in-Service Training on Perceived Organizational Commitment Level and Employee Performance

Identifying, Evaluating and Prioritizing the Factors Affecting the Effectiveness of In-Service Training Courses (Case Study: English Language Teachers of the Secondary Schools in Tehran Selected Districts)

&lt;p&gt;The current study seeks to identify, extract, evaluate, and prioritize the factors affecting the effectiveness of in-service training course for English language teachers of the secondary schools in Tehran selected districts. The research is applied, and its data collection methodology is descriptive-survey. The statistical population is composed of all of the English language teachers (n=230) practicing in Tehran districts 2 and 4 who participated at least once in one of in-service training courses. Out of all participants, 102 were selected as the sample for data collection using stratified random sampling method. The required data were collected through one standard questionnaire. Data analysis was performed using descriptive and inferential statistical methods. The prioritization of the indices was performed using multi-criteria decision-making techniques. The results from data analysis indicated that out of three factors including individual, training, and organizational, only the organizational factor had a significant positive impact on the effectiveness of in-service training of English language teachers. Hence, using TOPSIS method, the indices relevant to the organizational dimension were ranked based on the respondents’ views. The results from this prioritization showed that, from the teachers’ perspective, the factors with the highest priority include “employment law tailored to attend educational courses”, “organizational support of educational courses”, “score tailored to the course participants in terms of promotion and upgrade”, and “existing a supportive organizational climate for education”.&lt;/p&gt;

The effect of training on teachers’ knowledge of effective classroom management strategies in Jos metropolis

The purpose of this study was to determine the effectiveness of in-service training on teachers’ knowledge of effective classroom management strategies. Twenty teachers from Jos metropolis participated. A single group pre-post test design was used, with a one-day training on classroom management techniques as the independent variable and the number of strategies that teachers suggest as effective for managing student behavior as the dependent variable. An open-ended structured interview was used to measure the dependent variable. The study found that the number of strategies that teachers believe are effective for classroom management was significantly higher after the training, indicating that the training was effective in improving teachers’ knowledge about classroom management. Specifically, the number of proactive strategies that teachers believed were effective for classroom management significantly increased after training, whereas the number of reactive strategies remained unchanged. Thus, teachers’ knowledge about effective classroom management strategies can be effectively modified by a brief, one-day in-service training. KEYWORDS : Classroom Management, Discipline, In-service training, Misbehavior, Classroom Environment

A Study to Investigate the Effectiveness of In-Service Training of Teachers for the Collaborative Practices

This study focused on assessing the effectiveness of in-service training in developing teachers’ values of collaborating with colleagues. Three research questions were drawn on the basis of national professional standards for the teachers and supported by the review of the related literature. The study utilized the convergent parallel mixed methods research design through which, firstly, the quantitative data and secondly, the qualitative data were gathered and mixed to address the stated research question. The five hundred and the eighty six teachers, two hundred and the eighty five head teachers and the nine master trainers were the participants of this study. The analysis of data yielded that the in-service trainings could not help in bringing up collaboration among colleagues. On the basis of these findings, it is recommended that there is a need for effective collaborative practices should be designed for the teachers to foster the culture of sharing knowledge and solving problems of teaching with the help of other colleagues. For further research there should be more research into how mobile phones can help teachers’ connect/ collaborate with each other and how they can share best practices of collaboration. DOI: 10.5901/mjss.2016.v7n1p480