Attitude Toward In-Service Training and Mentoring as Predictors of Work Efficiency Among University Academic Staff in Southwest Nigeria

ATTITUDE TOWARD IN-SERVICE TRAINING AND MENTORING AS PREDICTORS OF WORK EFFICIENCY AMONG UNIVERSITY ACADEMIC STAFF IN SOUTHWEST NIGERIA

By
Sam-Aguihe Sarah Adaeze, Ph.D.
Christ the King Catholic College
Odolewu Ijebu, Ogun State
Email: daezsam@gmail.com
Phone: +234 806 804 5045

ABSTRACT

Education is important for national development and members of academic staff in the universities are a very vital component of this system, hence the need for work efficiency among this workforce. Members of academic staff in universities are vital in ensuring that the goals of education are attained. This study investigated attitude to in-service training, and mentoring as determinants of work-efficiency among universities’ academic staff in South-West, Nigeria.

The study adopted the survey research design. The population comprised eleven thousand, five hundred and twenty six academic staff of universities from the universities in South-West, Nigeria. One thousand, one hundred and thirty-two lecturers were sampled for the study using multi stage sampling techniques. A questionnaire consisting of four sections was administered on lecturers 1 and below, while another instrument: Work-Efficiency Scale (WES) was administered on Heads of Department. Inferential statistics involving Multiple Regression Analysis (MRA) and Pearson Product Moment Correlation coefficient were used to test hypothesis at 0.05 level of significance.

Findings revealed that attitude to in-service training and mentoring, when combined significantly determined the work-efficiency of university academic staff in South-West, Nigeria and those should therefore be encouraged.

Keywords: Attitude to In-Service Training, Mentoring, Work Efficiency 

 ADVERTISEMENT:

Introduction

It is impossible to overstate the importance of university academic staff in the educational system, which acts as a stimulant for the growth of the country; their effectiveness must be evaluated.  The main goal of higher education in Nigeria is to supply highly qualified individuals with pertinent training so they can support the country's development and offer its inhabitants affordable, high-quality learning opportunities.  Beneficiaries of university education benefit from increased independence and workforce readiness (Federal Republic of Nigeria, 2014).

The effectiveness of university staff is essential to accomplishing the previously listed goals.  University lecturers have the authority, accountability, responsibility, and leadership to oversee classroom activities.  They are the most crucial investment for a nation's development.  Lecturers who can achieve the intended results with genuine dedication to their work and a genuine passion for their subject matter are considered to be efficient in their teaching.  The ability of a particular application of effort to achieve a particular result is frequently used to describe the capacity to accomplish a particular outcome with the least quantity or quality of waste, expense, or needless work. The real economic definition of efficiency is the ratio of inputs and investments made in the system to its output.  The ability to finish a task or job with the least amount of time and effort needed is known as work efficiency.  An educational system is considered efficient when it generates the most output or outcomes with the least amount of input or investment and the least amount of waste.  For several reasons, lecturers' effectiveness is essential.  Effective staff operations lead to a rise in the organization's output.  Employee output is the amount of goods and services that a worker can produce in a specific amount of time. Additionally, inefficient employees can result in waste and high operating expenses for businesses (Vitez, 2009). Efficiency is a component in teacher quality in the education industry.  

In-service training is the process of providing people who are already working with the knowledge and skills they need to execute their duties to the required standard in their current positions as well as for improved job performance. Adopting in-service training is essential if you want to stay current on the knowledge and skills required to keep up with worldwide trends in events. The attitude of lecturers towards such training goes a long way in ensuring greater success during the time they are working in the institution, as there is a need for training given through planned educational activities to provide lecturers with the require skills and  knowledge. Attitude is very important in both social psychology and physiological psychology.

In-service training is a vital component of employee development, enabling workers to acquire new skills, knowledge, and attitudes that enhance their job performance. However, the effectiveness of in-service training depends largely on the attitude of employees towards it. This discussion explores the relationship between attitude to in-service training and work efficiency. Employees with a positive attitude towards in-service training tend to perceive it as an opportunity for growth, development, and improved job performance (Noe, 2017). They are more likely to be motivated, engaged, and committed to the learning process. Conversely, employees with a negative attitude may view in-service training as a waste of time, unnecessary, or irrelevant to their job requirements (Katz, 2013). This attitude can lead to disengagement, lack of participation, and reduced learning outcomes.

Sam-Aguihe Sarah Adaeze, Ph.D.

READ MORE

• On The Road to DeMaskUs – Monday Morning Meditation | The Cyrus Partners Priesthood with Ohio O. Ojeagbase
• On The Road to DeMaskUs – Monday Morning Meditation | The Cyrus Partners Priesthood with Ohio O. Ojeagbase
• How to Never Be Broke Again: Godly Principles for Building Wealth By Pastor Ibukun Awosika
• Sunday Service – House on the Rock Church | Pastor Paul Adefarasin | Water Walkers Series Part 12

Mentoring is an essential tool for staff productivity in higher education institutions, much like their attitude towards in-service training. In order to maintain knowledge within an organisation and to develop junior workers, mentors are essential (Kram & Hall, 2006). In mentoring, the mentor and the protégé are both aware of the relationship's status and dedicated to keeping it on track. Both the protégé and the instructor work very hard to live up to expectations. As Amusan and Olaniyi 2010 say, mentoring is a complex process involving people with different levels of experience and expertise in socialization, career development, psychological activities or education as well as interpersonal growth. This one-on-one relationship is inherently developmental and progresses through a number of phases that aid in identifying both the factors influencing how the mentoring process turns out. Concerns about the efficiency of academic personnel in the Nigerian university system have grown. According to Gastman (2016), a reasonably accurate classification of almost every corps of lecturers would reveal a small group of inefficient lecturers, a large number of good lecturers, and a few outstanding lecturers. The few inefficient lecturers Gastman noticed may have stumbled into the university system by some fortunate means.

Most people agree that the academic personnel might not be as effective as one would hope. This development has been ascribed in the literature to a variety of factors, including staffs’ attitudes toward training and their jobs, a deteriorating mentor-protégé relationship, inconsistent in-service training, and others. It is widely believed that this trend may have negatively impacted the academic staff's productivity, and if it is not stopped, it may have a negative impact on the caliber of workforce that the university produces for the labour market.

Since they are already a part of the university system, it is the responsibility of the university management to develop programmes that would increase their efficiency. Hence, this study examined the academic staff of universities in Southwest of Nigeria to determine their attitudes toward in-service training and mentoring as determinants of work efficiency.

Objectives of the Study

This study investigated the relationship among attitude to in-service training, mentoring and work efficiency of lecturers of universities in Southwest, Nigeria. It also investigated the composite contribution of attitude to in-service training and mentoring to work efficiency of lecturers of universities in Southwest, Nigeria.

Hypotheses

The following hypotheses were formulated and tested at 0.05 level of significance:

Ho₁. There is no significant relationship among attitude to in-service training, mentoring and work efficiency of lecturers of universities in Southwest, Nigeria.

Ho₂.There is no significant composite contribution of attitude to in-service training and mentoring to work efficiency of lecturers of universities in Southwest, Nigeria.

Methodology

This study adopted the survey research design. The population of this study comprised all the 7,147 lecturers 1 and below and their Heads of Department from the 38 universities in Southwest, Nigeria. One thousand three hundred and seventy (1,370) lecturers, of which one thousand one hundred and thirty two (1132) were Lecturers I and below, and two hundred and thirty eight (238) were Heads of Department, or 19.17% of the population overall, were selected as the sample. The variables in this research were measured using four instruments in a questionnaire that includes a section on the respondents' bio-data, In-Service Training Attitudes Scale (ISTAS), Scale of Mentorship Effectiveness (MES), Work Productivity Scale (WES). Lecturers I and below completed Form A, which included ISTAS, MES, and ASS, while the Heads of Department completed Form B, WES, to assess the Lecturers I and below who responded to the questionnaires (form A) in their different Departments.

The research instruments were administered during visits to each of the nine participating institutions. In each Department visited, the researcher asked if there were any lecturers in the category of Lecturer I and below. The aim of the research was verbally explained to each individual respondent during the visits. The concept of mentoring informed the decision to target junior academics, as they are designed to be mentored by their older peers. The Heads of Department of the sampled academics filled out the work efficiency scale to rate the productivity of the lecturers working in their divisions. The study's data were analysed using inferential statistics. 

Results

Testing of Hypotheses

Ho_1: There is no significant relationship among attitude to in-service training, mentoring and work efficiency of lecturers of universities in Southwest Nigeria.

Relationship Matrix demonstrating the connection between the lecturers' attitudes toward in-service training, mentoring and work efficiency

• indicate significant r at α = 0.05

ADVERTISEMENT:

The outcome (correlation matrix) of the pair-wise Pearson correlation of the dependent and predictor factors is shown in Table 4.9. Four out of the six possible sets of correlations are statistically significant, according to the correlation matrix. The four pairs are work efficiency and attitude toward in-service training (r =.054, p.05); mentoring and attitude toward in-service training (r =.526, p.05); attitude toward in-service training and achievement striving (r =.513, p.05); and mentoring and achievement striving (r =.481, p.05). At the.05 threshold of significance, the four correlation coefficients are significant. This result demonstrates that there is a substantial and positive relationship between attitudes toward in-service training and work efficiency, mentoring, and in-service training, as well as attitudes toward in-service training and all of the other outcomes. However, the correlation matrix reveals that the correlations of the final two pairs—work efficiency and mentoring (r =.037, p>.05) and work efficiency and achievement striving (r =.035, p>.05]—are not significant at the.05 significant level. As a result, null hypothesis number one is disproved. Thus, there is a strong correlation between the respondents' attitudes toward in-service training and work efficiency, mentoring, achievement striving, and attitude toward in-service training and achievement striving. However, neither the respondents' work efficiency nor their desires for success in their endeavors are significantly correlated. This is consistent with research conducted by Thompson (1992), which found that after undergoing in-service training, teachers' attitudes improved, their self-confidence increased, and they were also more prepared to deal with a variety of opposition situations. This demonstrated that well-planned and executed training programs had a beneficial impact on students, teachers, and schools. According to the findings of Eby et al. (2008), mentoring appears to have a stronger relationship with protégé attitudes than with behavior, health, and job outcomes.

This result corroborated Osuji's (2011) investigation into the impacts of in-service training on organizational productivity, which found that trained employees experienced intrinsic fulfillment from their job, which enhances productivity and morale. This finding is also supported by the findings of a study by Ekpoh et al. (2013), which found that teachers who participated in in-service training outperformed their peers in terms of topic knowledge and classroom management. The findings of Udofia and Ikpe (2012), who found that the implementation of an in-service training program greatly affects teachers' attitudes toward their jobs, also support this outcome.

On the other hand, Sanci et al. (2000) argued in their study titled "Evaluation the effectiveness of in-service training" that there is no discernible difference between trained and untrained staff, with the exception of a few behavioral factors like obligation and responsibility. Work efficiency and mentoring outcomes that were not statistically significant as well as work efficiency and achievement striving outcomes may have been due to a variety of organizational variables, including supervision and leadership styles. Additionally, the institution's prevailing ethos may have been sufficient. For instance, Akintola (2015) observed that corporate culture and leadership style affect teachers' performance in senior secondary schools in the Ijebu metropolis. Iqbal, Anwar, and Haider (2015) discovered that leadership styles have significant and substantial impacts on employees' productivity, supporting Akintola (2015). Everyone is impacted by these styles, from senior and top management to newly hired workers and new businesses. Additionally, Novianita (2017) discovered that oversight has a favorable impact on employee performance, which in turn creates a causality relation mechanism.

Ho₂: There is no significant composite contribution of attitude to in-service training and mentoring to work efficiency of lecturers of universities in Southwest, Nigeria.

Regression in Attitude toward In-Service Training and Mentoring on University Lecturers' Work Efficiency in Southwest, Nigeria

• indicate significant F at α = .05

ADVERTISEMENT:

Table 4.10 displays the effect of respondents' attitudes toward in-service training, mentoring, and striving for success on their level of work efficiency. The outcome is non-significant (F(3, 996) = 1.006, p> 0.05), according to the finding. This suggested that the variance in the ratings of the lecturers' work efficiency was not substantially influenced by the three predictor variables taken together. The outcome displays an R2 value of 0.003 and a multiple correlation coefficient of 0.055, indicating that the predictor variables together accounted for 0.3% of the variation in the dependent variable. The second null hypothesis is therefore kept. As a result, less than 1% of the variance in the lecturers' work efficiency was explained by attitudes toward in-service training, mentoring, and striving for success when considered together.

The predictor variables' insignificant impact on the dependent variable may have been due to organizational factors, which differ from the personal factors of the lecturers as found in the predictor variables in terms of intensity and nature. These organizational factors may include NUC policies, quality control procedures at the school, academic planning, and unfavorable working conditions, among others. As a result, inventiveness does not seem to count very much or at all. People may be forced into stereotypes by these policies and other regulatory actions, which appear to be becoming more stringent. Also, personal characteristics like motivation can influence the predictor and dependent variables.

According to Okonofua (2008), the pressure on higher education staff to adopt new teaching methods, master new classroom management techniques, embrace more technologically advanced instructional materials, and use modern administrative techniques has compelled staff to request ongoing training and development. In-service training of employees, according to Bamisaye (2009), improves their overall job output. Teachers perceive in-service education to be more successful when the course material is based on their personal interest and needs, as reported by Mizuno (2004) and Yang (2005). The authors Batalla-Busquets and Pacheco Bernal (2013) also came to the conclusion that training is motivating, despite the fact that most workers favored e-learning because it is more flexible. 

In-service training, mentoring, and achievement striving were examined in this research as potential factors influencing the efficiency of academic staff in Southwest Nigeria. The results of this study showed that the work efficiency of university academic staff in Southwest Nigeria was not substantially influenced by the staff members' attitudes toward in-service training, mentoring, and achievement striving.  Additionally, it was discovered that four of the six potential pairs of correlations: attitude toward in-service training and work efficiency, attitude toward in-service training and mentoring, attitude to in-service training and achievement striving, and mentoring and achievement striving, were statistically significant.

The study's results led to the conclusion that the predator variables did not significantly contribute to the variance in the dependent variable as a whole. The respondents' work efficiency and mentoring, as well as their work efficiency and achievement striving, do not significantly correlate with one another. However, there is a substantial correlation between the respondents' attitudes toward in-service training and work efficiency, mentoring, achievement striving, and attitudes toward in-service training and in-service training and attitude toward in-service training and mentoring.

Recommendations

Lecturers are urged to adopt a more positive attitude towards in-service training because it was found to have a positive impact on their ability to perform their jobs. In order to monitor and direct the connection between the mentor and the protégé, there should be formalized mentorship programmes in place at universities. University administrators should make sure that scheduled educational activities like in-service training and mentoring are carried out expertly in order to increase the effectiveness of university lecturers.

References

Amusan, A. O. & Olaniyi, S. O. (2010). Mentoring as correlate of teaching effectiveness of lecturers in selected schools in Abeokuta North LGA of Ogun State. International Journal of Applied Psychology and Human Performance.

Bamisaye, P. (2009).In-service training programmes and worker, outcomes. A case study of civil servants in Ondo State, Nigeria. Personnel Review, 20 (20), 94-108.

Batalla-Busquets J. & Pacheco-Bernal, C. (2013). On-the-job E-learning workers attitudes and perceptions. The international review of research in open and distributed learning. 14(1).

Eby, L. T.,  Allen, T. A., Evans, S. C., Ng, T. & D. (2008). Does Mentoring Matter? A Multidisciplinary Meta-Analysis Comparing Mentored and Non-Mentored Individuals. Group &organisation Management, 43(2) 245 –272. Retrieved November, 2018

Eby, L. T., Durley, J. R., Evans, S. C. & Ragins, B. R. (2008). Mentors' perceptions of negative mentoring experiences: Scale development and nomological validation. Journal of Applied Psychology, 93(2), 358−373

Ekpoh, V. I., Oswald, A. & Victoria (2013). Staff Development programmes and Secondary School Lecturers’ Job Perfomance in Uyo Metropolis, Nigeria, Journal of Education & Practice, 14,(12)

Federal Republic of Nigeria (2014). National Policy on Education. Lagos: Nigeria Educational Research and Development Council Press.

Gastman, E, A. (2016). Inefficient Lecturers. The Elementary School Teacher, 4(4)6-8 ITHAK

Igbal N., Anwar S. & Haider N. (2015).Effect of leadership style on employee performance. Arabian Journal of Business and Management Review. Retrieved on January 24, 2019 from www.omicsonline.org/open-access

Katz, D. (2013). The impact of training on employee performance. Journal of Workplace Learning, 25(2), 135-145.

Kram, K. E. & Hall (2006). Mentoring at work: development relationships in organisational  life. Glenview, IL: Scott, Foreesman.

Mizuno, C. (2004). A comparative study of teacher education in Japan, Korea, and Australia. Retrieved 1 May, 2018 from http://www.paaljapan.org/resources/proceedings/PAAL8/pdf/pdf024.pdf

Noe, R. A. (2017). Employee training and development. New York: McGraw-Hill Education.

Novianita Rulandari, S. (2017). The effect of supervision and professionalism on staff performance at the office of social affairs in East Jakarta Administrative city. International Journal of Humanities and Social Science, 7(2) 27 – 41.

Okonofua, C. E. (2008). A Comparative Study of Staff Development Activities in Tertiary Institutions and Industries in Rivers State. Unpublished M.Ed Dissertation. Port Harcourt. Faculty of Education, Rivers State University of Science and Technology.

Osuji, A. (2011); Effect of in-service training programmed on workers’ productivity. A case study of commercial banks in Enugu. Unpublished Dissertation. Enugu; UNN

Sanci, L. A., Ker, J., Coffey, C. M. M., Veit, F. C. M., Carr-Gregg, M., Patton, G. C. & Bowes, G. (2000). Evaluation of the effectiveness of an educational intervention for general practitioners in adolescent health care: randomised controlled trial. Commentary: Applying the BMJ's guidelines on educational interventions. Bmj, 3207, 224-230. www.globalbizresearch.org. Retrieved 11 April, 2024

Thompson, J. T. (1992). Developing and Implementing An In-Service Programme Designed To Change Teacher Attitude Towards Mainstream Learning Disabled Students At The Secondary Level.  Research Report, Nova University

Udofia, U. I. & Ikpe, U. N. (2012). Administration of in-service training and lecturers’ attitude to work in private secondary schools in Cross River State of Nigeria. International Journal of Academic Research in Business and Social Sciences (2), 101 

Yang, W. H. (2005). An investigation of English lecturers’ perspectives on INSET needs and provision in Taiwan. Retrieved 1 May, 2018 from http://163.21.239.11/dspace/bitstream/987654321/3545/1/11.pdf

Vitez, O. (2009). Importance of employee performance. Retrieved on  22^nd August 2015 from http://www.work.chron.com

ADVERTISEMENT:

Contact: report@probitasreport.com 

Stay informed and ahead of the curve! Follow The Probitas Report on WhatsApp for real-time updates, breaking news, and exclusive content—especially on integrity in business and financial fraud reporting. Don’t miss any headlines—connect with us on social media @probitasreport and visit www.probitasreport.com 

© 2025 Probitas Report – All Rights Reserved. Reproduction or redistribution requires explicit permission.