Staff Training and Development and Organisational Effectiveness in Secondary Schools in Anambra State

This study investigates the relationship between staff training and development and organisational effectiveness in public secondary schools in Anambra State, South East Nigeria. Training and professional development are central tenets of human resource management in education, as they directly influence the competence, adaptability, and motivation of teaching and non-teaching staff. Despite the availability of state-sponsored training programmes, participation rates and the impact of such programmes on school effectiveness in Anambra State are poorly documented. The study adopts a descriptive survey design and samples 310 teachers and administrative staff from 40 secondary schools across three education zones in Anambra State. A validated questionnaire serves as the primary instrument, and data are analysed with mean ratings, standard deviation, and Pearson correlation. The study draws on the Human Capital Theory. Results indicate a positive and significant relationship between staff participation in training programmes and indicators of school effectiveness, including teacher productivity, staff morale, and management efficiency. Schools with structured in-service training schedules outperform those relying solely on pre-service qualifications on multiple effectiveness metrics. The study recommends that the Anambra State Ministry of Education prioritise the budgetary allocation for continuous staff development and establish performance monitoring systems tied to training outcomes. Keywords: staff training, organisational effectiveness, human capital, in-service development, Anambra State.