TEACHERS’ SERVICEABILITY AS PREDICTED BY TRAINING AND PEER COLLABORATION IN PUBLIC SECONDARY SCHOOLS IN LAGOS STATE

Abstract

Our teachers' unshakable commitment and serviceability are at the heart of educational achievement. Teachers play numerous roles in determining not just academic outcomes, but entire student development which necessitates the continuous need for development and collaboration. Based on this, this study investigated teachers’ serviceability as predicted by training and peer collaboration in public senior secondary schools in Lagos State, Nigeria. The study was anchored by Human Capital Theory. Two research hypotheses guided the study. The descriptive survey research design was adopted. Multi-stage sampling procedure was used to select 460 teachers for the study out of a population of 8956. Two research instruments titled “Teaching and Learning International Survey (TALIS) on Professional Development (PD) Questionnaire” and “Instructor Self-Evaluation Survey (ISES) Questionnaire” were used to collect data for the study. Pearson Chi-Square was used to test the hypotheses at a 0.05 significance level. Data processing and analysis were performed using IBM Statistical Package for the Social Science (SPSS) version 22 software. The study revealed that there was a significant influence of training and peer collaboration on teachers’ serviceability. Consequently, the study recommended among others that a school culture that supports collaboration among teachers should be developed and government should implement frequent training programmes.