Empirical Review of Studies on Staff Development and Teachers’ Job Productivity in Educational Institutions

Abstract

The teacher is part of the most important components of the education system is the teacher. Development programmes designed for teachers are germane aspects of the total education processes. Teacher training is essential exercises that improves the subject matter mastery, teaching methodology and classroom management. This paper reviews empirical studies on staff development and teachers’ job productivity in educational institutions from 2019 to 2024. The review focuses on the staff development on teachers’ job productivity. Two objectives guided the review. The methodology used was a systematic review of 15 empirical papers with 13 focusing on staff development and 2 on teachers’ job productivity. The studies used various research designs, including correlational, survey, experimental, qualitative, and case study research. Data collection methods included questionnaires and interviews, which were adopted, adapted, and self-structured. Data analysis was mainly descriptive statistics, with some authors focusing on multiple sub-variables. The findings aligned with the study's titles and were well organized. The study found that staff development and teachers’ job productivity contribute to national development and innovation, teachers training, seminars, workshops, conference, mentoring and coaching should be encouraged.