Muhammed Modibbo Buba, Zara Jika Hauwa’u Hamidu Dahiru, Faizah Mohammed Nuhu


The purpose of this study was to ascertain the impact of staff development programmes on job performance of Business Education lecturers in tertiary institutions in Adamawa State, Nigeria. The study had two specific purposes from where two research questions were raised and two null hypotheses were formulated and tested. The design of the study was a descriptive survey. The population of the study comprised all 75 business education lecturers from the four tertiary institutions in the state. Since the population size is manageable no sampling was done. The research instrument was a 24 items structured questionnaire developed by the researchers and titled “Impact of Staff Development Programmes on Job Performance of Business Education Lecturers Questionnaire (ISDPJPBELQ). The instrument was validated by three senior experts from the School of Technology and Science Education, Modibbo Adama University, Yola. Cronbach Alpha coefficient for the two clusters yielded co-efficient values of .69 and .71 for section A and B respectively with over-all co-coefficient value of .70 which indicated that the instrument was reliable for the study. Mean and standard deviation was used in answering the research questions and simple linear regression analysis was employed in the test of the two null hypotheses at 0.05 level of significant. The study revealed that the study-fellowship training and conferences attended by Business Education lecturers have significant positive impacts on their job performance. Based on the findings of the study, it was concluded that the need for Business Education lecturers to undergo study-fellowship training and conferences should not be overemphasized as it will help in improving and enhancing their job performances. The researchers recommended among others, that there is need for the lecturers to be acquainted with the current trends and development in education. The study has therefore recommended that lecturers, heads of departments, directors and deans of all the four tertiary institutions in Adamawa State to be sensitize by their various heads, tetfunds and professional Associations/Organisations on the need for regular attendance of study-fellowship training and conference to enable them to abreast on current educational practices, strategies and methods/techniques among others.


Key Words: Impact, Staff Development Programmes, Job Performance, Business Education lecturers

Full Text:



Afshan, S., Sobia, I. Kamran, A., & Nasir, M. (2012). Impact of training on employee performance: A study of telecommunication sector in Pakistan. Interdisciplinary Journal of Contemporary Research in Business, 4 (6), 13-23.

Bongati O., & Modibbo, M.B. (2018). Empirical study of the relationship between staff training and lecturer’s job satisfaction in tertiary institutions in Adamawa State, Nigeria. International Journal of Academic Research in Economics and Management Sciences, 2(6), 108-115.

Bright, C.M., & Innocent, A.A. (2015). Mentoring as staff development strategy for effective programme implementation in Nigerian universities. International Journal of Multidisciplinary Research and Development, 2(3), 367-371.

Che, M.Z. (2014). The need for In-service training for teachers and its effectiveness in school. International Journal for Innovation Education and Research, 2 (4), 12-11.

Day, C. (2016) Developing teachers: The challenges of lifelong learning. London:Falmer Publishers Ltd.

Daniel, A., Agbe J. I., Odeh R.C., &Tyokyaa C.I. (2019). Influence of staff development programme on staff job performance in colleges of education in North Eastern Nigeria. Global Journal of Human-Social Science: G Linguistics and Education, 19, (5),1-8.

David, E.O. (2008). Mentoring in the Nigerian academia: Experiences and challenges. International Journal of Evidence Based Coaching and Mentoring, 6 (2), 45-88.

Edet, A.O., & Nkama, V. (2013). Staff development programme and secondary school teacher’s job performance in Uyo Metropolis, Nigeria. Journal of Education and Practice, 4 (12), 123-134.

Ekpoh, U. I. (2017). Management of indiscipline among teachers by principals of public and private secondary schools in AkwaIbom State, Nigeria. Global Journal of Educational Research, 6 (2), 35-47.

Federal Republic of Nigeria, (2013). National Policy on Education. Lagos: NERDC.

Gani, S. S. (2013). Impact of staff development programmes on job performances of staff in Nigerian colleges of education. An unpublished M.Ed. degree thesis submitted to the school of postgraduate studies, ABU- Zaria, Kaduna: Nigeria.

Hakan, K. (2013). The ideas of geography teachers about in –service geography training activities. Academic Journals. Educational Research and Reviews, 8 (7), 322-337.

Harbau, M. I. (2014). Assessment of the Impact of Additional Responsibilities of Academic Staff on the Management of Universities in Nigeria. Unpublished Ph.D. Dissertation. submitted to the School of postgraduate studies, ABU- Zaria, Kaduna: Nigeria.

Kalash, S. (2014). Effects of staff development programmes on teachers’ job effectiveness in secondary schools in Bunyala, Kenya. International Journal of Academic Research in Economics and Management Sciences, 3 (3), 78-84

Kheyrollah, S., & Nasser, M. (2012). Effect of in-service training on improving staff performance (a case study: The social security offices of Aebil Province) Journal of Basic and Applied Scientific Research

Lawal, H.S. (2014). Teacher education and the professional growth of the 21st century Nigerian teachers. An unpublished seminar paper presented at federal college of education, Katsina,Nigeria.

Modibbo M.B., Titus A. U., Nwabufo, N.B. &Okereke, E.C. (2019) Influence of peer group relationship and parental socioeconomic status on business studies students’ academic achievement in junior secondary schools in Adamawa State. International Journal of Education and Social Science Research, IJSSR, 2, (4), 150-166.

Musa, S. (2016) Impact of staff development programmes on the performance of teachers in secondary schools in Yola metropolis, Adamawa State. An unpublished M.Ed. degree thesis submitted to the school of postgraduate studies, ABU- Zaria, Kaduna: Nigeria.

Oduselu, O. (2011). Career preference in relation to the new senior secondary education curriculum structure: Text of a paper presented at a one-day seminar organized by CASSON Ijebu Bloc, Ogun State Chapter, Tuesday, 13th Sept. 2011.

Ogben. F. &Amahi, F. U. (2008). Business education in a global society: Issues, challenges and strategies. Business Education Journal, 1 (8), 37-42.

Oguntuyi, A.N (2013). A viable vocational technical education curriculum: A tool for economic and technology development in Nigeria, Scholarly Journal of Education, 2 (2), 22-26.

Okemakinde, T., Adewuyi, J.O., &Alabi, C.O. (2013). The place of teacher in national development in Nigeria. European Journal of Humanities and Social Sciences, 19 (1), 125-140.

Okoh, E. (2014). The use of visual aids in teaching of vocational subjects: A case study of selected

secondary schools in Egor L.G.A of Edo State. Journal of Vocational and Adult Education. 3(1):97-106.

Okolocha, C.C. &Onyeneke, E.N. (2013). secondary school principal’s perception of business studiesteacher's effectiveness in Anambra State, Nigeria. Journal of Education and Practice. 4(2), 34-43.

Okwuanaso, S.I. &Nwazor, J.C. (2014). Instructional strategies in business education. Awka: Ikenga publishing Ltd.

Syeda, F.J., Nighat, S., &Syeda, F.K. (2012) In service training: a contributory factor influencing teachers: teachers’ performance. International Journal of Academic Research in ProgressiveEducation and Development, 1 (10), 2-10.


  • There are currently no refbacks.

Copyright © 2018 -2022. The Nigerian Journal of Business Education (NIGJBED) All Rights Reserved. 
ISSN: 2408-4816 (PRINT) | 
ISSN: 2756-5912 (ONLINE)

Powered by Myrasoft Systems Ltd.(