INNOVATIVE UNIVERSITY OF ENGA
FACULTY OF EDUCATION _ BACHELOR OF EDUCATION ( PRIMARY TEACHING)
EDRM 401: RESEARCH METHOD
NAME: LORRAINE MARAKUS
CLASS: 4B
COURSE FACILITATOR: YUMBOMA
RESEACH TOPIC: IMPACT OF TEACHER TRAINING IN STUDENTS LEARNING ATTITUDE AND INSTI-
TUTIONAL PERFORMANCE AMONG KIPULI MEMORIAL SCHOOL.
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CHAPTER 2: LITERATURE REVIEW
2.1. Introduction
Teaching is one of the influential careers and it is the profession that changes the mindset of an
entire society. Teachers are the backbone of a nation. Teachers play very crucial part in shaping
students’ academic success and future. According to English Oxford Dictionary (n.d), the term,
impact is defined as have a strong effect on someone or something. According to Sultan,
(2020)“ If we are going to increase the education standard, we have to address it to the school
as a whole. It is the root for the better function of institutions performance. Teacher is some-
one trained and usually certified to instruct students in various subjects, helping them to learn
and grow in a structured educational setting whereas, training is teaching others, any skills and
knowledge relate to specific useful competencies. Training has specific goals of improving one’s
capability, capacity, productivity and performance. Impact of teacher training can be the down-
fall or pathway to successful school function.
This review will discuss the impacts of teacher training on teacher qualification, professional
development, teacher attitude and competence in teaching, teachers commitment and teach-
ing competence in teaching and ways to improve school performance.
2.2 The impacts of teacher training on general school performance and teachers qualification.
Teachers qualification is a particular skill or type of experience or knowledge someone pos-
sesses to make him or her suitable to teach (Zuzovsky, 2009). According to Ania and Olanipekun
( 2015), teacher qualification can divide into two categories they are, personal quality and certi-
fication, in which Personal quality refers to the individual attribute and characteristics of a
teachers that make them effective in their roles, such as their commitment skills, teaching style,
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and ability to motivate students whereas certification is the formal qualification and training
that teacher has received, such as their educational background, subject matter knowledge,
and teaching credential
Hence, Oludipe and Oludipe ( 2021 ), defined teacher qualification as a set of skills, experiences,
and knowledge that a teacher possesses, which makes them suitable to teach effectively. This
includes formal education, experiences, subject matter knowledge, pedagogy studies, and dura-
tion of training, certification or licensing, and 0ngoing professional development. Therefore,
teacher qualification encompasses all the skills and attributes that a teacher needs to be able to
teach effectively.
However,Ania and Olanipekun (2015) argued that having a teaching certificate is not sufficient
for someone to be considered as having the necessary qualifications for teaching. According to
them, a teacher must also have a sufficient knowledge in subject matter they are teaching in or-
der to transmit the knowledge to their students. Therefore, a teacher’s is not limited for their
certification or credentials, but also includes their mastery of the subject matter they are teach-
ing. Furthermore, Darling & Hammond, ( 2000) pointed out as a measure of education policy
analysis that teacher who lacks proper knowledge of pedagogy or has not completed the re-
quired years of training cannot be considered to posses the necessary qualification for teaching.
While formal education and certification are important components of a teacher’s qualification,
they are not sufficient on their own. A teacher must also an understanding of the best practices
in pedagogy and sufficient training to effectively impart knowledge to a student.
Moreover, Brownell et al. (2019) conducted a quantitative analysis that demonstrated how
measures of teacher preparation and certification are highly correlated with students’ abilities
and practices, he also suggested that the qualification of teachers play a crucial role in the aca-
demic success of the students. however, poor teacher qualifications remain a significant chal-
lenge in schools.
2.2.1 Professional Development
Professional development is the professional growth a teacher achieves as a result of gaining in-
creased experience and examine his or her teaching systematically ( Glatthorn, 2005a, p.41).
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this professional development could be either formal experience as attending workshops or
professional meetings, monitoring, or informal experiences as, workshop or publication,
watching television documentaries related to any academic discipline (Ganser,2002). Glatthorn
(2005b), also reviewed that, professional development is the growth that occurs than as the
teacher moves through the profession career cycle, and it is definitely broader than staff-devel-
opment which is the provision of organized in-service program designed to foster the growth
of groups of teachers; it is only one of the systematic interventions that can be used for teacher
development.
Hence, previously profession development was thought as a short-term process where teachers
gather information on a particular aspect of work. However, in recent years it has been thought
of as a process which is long-term that includes regular opportunities and experiences planned
systematically to promote growth and development in the profession. According to Hoyler
(2009), there are two concepts about teacher profession development seen as follows;
Firstly, as ‘a process in which a teacher continues to develop the knowledge and skills required
for effective professional practice as circumstances change and as new responsibilities are ac-
cepted. ‘Secondly as ‘ knowledge acquisition and skills development which should be a greater
degree than in the past be more directly related to substantive problems faced by teachers.’
2.3 Teachers attitude and commitment towards teaching competence
Teachers attitudes towards the teaching profession is influenced by their personality that im-
pact of their teacher education programmed and their desire to teach. Suppiah & Velayudhan
( 2012) attitudes are a long-term collection of sentiments, beliefs, and behavioral tendencies to-
ward socially significant individuals, events, things, or symbols. A positive attitude toward the
teaching profession is crucial to the wellbeing of the teaching profession. Teachers overall atti-
tudes will go a long way in resolving school and classroom issues as they arise. Day (2004) sug-
gested that the work performance, burn out, absenteeism and turnover of teachers which in-
variably predict pupils achievement and attitude towards schooling is dependent on the atti-
tude of the teacher.
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Furthermore, teachers positive attitude towards teaching favors their commitment to duties
and job performance. Teachers have been said to have a negative attitude to the teaching pro-
fession, and not meeting up with their teaching task (Ofoegbu, 2014). Teachers positive or neg-
ative attitude towards teaching profession, could also in more ways than one direct or affect
their commitment to teaching and the profession. Reddappa (2019) studies found that, most
teachers positive attitude towards the profession, and their positive relationship between
teachers attitude towards the profession and their teaching competence in the study on teach-
ing competence of pre-service teachers during teaching practicing relation to their attitude to-
wards the profession. Ahmad et al, (2013) restated that, teachers positive attitude have a
higher teaching competence.
2.3.1 Teachers commitment towards teaching.
The quality of an education system and the profession of educators within a system depends
mainly on teachers who guide and carry out most of the task and activities(Tsui & Cheng,2009).
The teachers play a very significant role in supplying, supporting and promoting instruction and
learning of high quality. Working in both high level of performance, attitude, behavior in those
whom they teach. The quality of teaching was a major influence on student achievement.
Commitment is part of teacher’s affective or emotional reaction to their experience in school
setting. In addition, it can be seen to part of a learned behavior or attitude associated with the
professional behavior of teachers. From these affective reactions to the school settings, teach-
ers make decisions about their level of willingness to personally invest to that particular setting,
or particular group of students (Fresko, 2013). According to park (2005) the two strong reasons
why teacher commitment should be emphasized in the fields of education as follows;
First, commitment was an internal force coming from within teachers themselves who had
needs for greater responsibility, variety and challenge in their work as their level of participation
in education had grown. Second, there were external forces directing both reform and develop-
ment in education and seeking higher standards and greater accountability, that were depen-
dent upon each teacher’s combined efforts, as well as the sustained efforts of the teachers
within each school or institutional group.
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Firestone and Pennell (2011) from a review of research into teacher commitment reported that
committed teachers were believed to have strong psychological ties to their schools, to their
students and to their subject areas. Moreover, they argued that voluntary commitment was es-
sential (Firestone and Pennell,2011). Weick (2008a) also contented that committed teachers
were of even greater importance in a loosely coupled type of organization, such as public
schools and institutions, where it was difficult to inspect and control what teachers were doing
in their self-contained classrooms. Subsequently, Weick (2008b) examined the nature of school
organizations where there were the following working conditions:
(a) limited amount of inspection and evaluation, (b) professional autonomy of teachers, (c) in-
determinate goals, (d) administrators’ limited control over teachers, and (e) a large span of ac-
tivities involved. He found that a great deal depended on its individual teacher’s initiative and
effort in bringing efficiency and effectiveness into the classrooms where teaching occurred.
Moreover, Reyes (2008a) identified the positive characteristics of a highly committed teacher
when compared to an uncommitted teacher. In addition, Reyes (2008b) in linking commitment
of teachers in the workplace to performance and productivity found that a committed teachers
a likely to:
(a) be less tardy, work harder and be less inclined to leave the workplace; (b) devote more time
to extra- curricular activities in order to accomplish the goals of the school and school system;
(c) perform work better; (d) influence students achievement; (e) believe in and act upon the
goals of the school and system; (f) extra effort beyond personal interest; and (g) intend to re-
main a member of school system. This is why commitment has become an important character-
istic of a teacher that needs to be nurtured and developed among teachers in schools.
Therefore, the condition necessary to promote and support highly committed teachers are of
great concern in both schools and education systems. On the other hand, outside the filed of
education, during the past two decades, commitment has received a great deal of attention,
particularly in organization studies( Lok & Crawford, 2001). However, in the filed of education,
research into teacher commitment has been very limited in comparison to research into com-
mitment in the occupations(Reyes, 2008c). He also argued very few studied had used educa-
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tional organizations as the unit of analysis. Somech and Bolger (2002) subsequently endorsed
this assertion made by Reyes (2008d) and claimed that the study of commitment, particularly in
teaching profession, had remained largely unexamined by educational research workers. Never-
theless, teacher commitment has been considered to be a crucial factor influencing school ef-
fectiveness, teacher satisfaction and teacher retention (Fresko & Naaser, 2002. Riehl, (2007)
also argued that teacher commitment was one of the significant factors that was able to im-
prove educational outcomes, especially student academic achievement. Furthermore, another
study reported by Bryk and Driscoll ()employing multilevel analysis procedures to examine con-
textual influences and their consequences for both students and teachers showed that teachers
commitment to their work increased students’ commitment.
2.3.2 ways to improve schools performance
School improvement should be measured with the reference to both school practice and stu-
dent outcomes, rather than by focusing solely on one or the other (CESE,2014a). Changes in
school practices that do not result in improved students outcomes, and improvements in stu-
dents outcomes that are not accounted for by improved school practices, do not necessarily in-
dicate authentic and credible school improvement. Three focal areas of school practices com-
mon to most improvement frameworks are learning, teaching and leadership(CESE,2014b).
Firstly, learning is the central moral purpose of schools and school improvement processes is
the ongoing improvement of students academic and wellbeing outcomes, and the narrowing of
achievement gaps (Hargreaves &Lieberman,2014). Improvement in learning is often measured
and achieve through a culture of high expectations, as high performance and high expectation
are positively corelated (Tucker, 2012).Further, the provision of the curriculum with appropri-
ately challenging subjects(Alloway & Dalley-Trim,2009). In addition, responsive teaching prac-
tices, which have been identified as among the most powerful influences on achievement and
are characterized by the provision of mutual feedback between teachers and
students(CESE,2014c). Secondly, on teaching the teachers has been identified as the most pow-
erful school- based factor for improving students academic and wellbeing outcomes.” In fact,
the quality of education system cannot exceed the quality of each teacher”(Mckinesy & Com-
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pany, 2007, p.16. Research indicates that improvement in teaching practices often requires, col-
laborative practices which connect people with diverse roles, and align different parts of the
school ecosystem to enables a coherent picture and consistence strategies for improvement
(Kools & Stoll, 2016). Moreover, an emphasize on both subject content knowledge and peda -
gogical content knowledge. These are considered pre-or co- requisites of effective teaching in
high performing education system(CESE,2014; OECD,2011). Furthermore, evidence-based and
data-informed professional learning that focuses on subject content knowledge, pedagogical
content knowledge, and how students learn has a stronger impact on students outcome than
focus on pedagogy alone. Evidence indicates that professional learning that aligns to the
school’s action plan is an essential component of school improvement processes, be it school
based or externally sourced (Cole,2012). In addition, a focus on data use and skills,particulary
those relating to the interpretation and use of assessment information. These appear to result
in significant gains in students outcomes(CESE,2014d). Thirdly, school leadership has become
more important than ever before. Evidence indicates that instructional leadership is the most
effective leadership styles for guiding schools through improvement and innovation. Instruc-
tional leaders set clear teaching objectives and have high expectations of students and teach-
ers. In addition, effective leaders promote and participate in teaching learning and develop-
ment, acting as role models with the school and a source of instructional advice for staff(Robin-
son, & Hattie, 2012).
On the other hand, according to (CESE,2014e), students outcomes measured using data from
formative and summative assessments. First, status or absolute measures is to compare the
performance of one-year level over time, year numeracy skill between 2013-16 can be mea-
sures as gain or growth by examining the change in academic performance of the same cohort
between two points in time, for example, numeracy scores as students’ progress from year 6 in
2013 to year 9 in 2016. In addition, value-added measure investigate student growth over time
while examining school if the school has added value above the performance expected given
school and student characteristics(CESE,2014f).
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2.4 conclusion
Teaching is one of the influential careers and it is the profession that changes the mindset of an
entire society. To change society through teaching, the teacher training is the pathway. Teacher
is someone trained and usually certified to instruct structured educational setting whereas
training is teaching others, any skills and knowledge relate to specific useful competencies.
Therefore, teacher training is an important skill in a school setting for a better function. To be
effective in teaching profession, teacher qualification is paramount to certified teachers in edu-
cational setting for them to understand the best practices in pedagogy and sufficient training to
effectively impart the knowledge to a student. In addition, teacher with the qualification must
has the professional development to promote growth and development in the teaching profes-
sion.
Furthermore, to promote growth and development in teaching profession, teachers attitude
and commitment towards teaching is very crucial. Therefore, teachers positive attitude towards
teaching favors their commitment to duties and job performance . However, teachers positive
or negative attitude towards teaching profession could also in more ways than one direct or af-
fect their commitment to teaching and the profession.
The knowledge gap identify, in the review are the negative impact of teacher training that lack
students learning and institutional performance which contributes to the school practice and
outcomes of students as the achievements in primary schools.
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