Capacity Building Programmes and Task Performance by Teachers in Public Secondary Schools in Delta State

The study examined the impact of capacity building programmes and task performance by teachers in public secondary schools in Delta State with correctional study of ex-post-facto research design. The study's population consisted of 452 principals from 452 public secondary schools in Delta State This research study incorporates a sample of 225 school principals. The sampling method employed was stratified, with 80 principals chosen from Delta North, 90 from Delta Central, and 55 from Delta South. The "teachers' task delivery questionnaire" (TTDQ) and the "capacity building questionnaire" (CBQ) were the two research instruments used in this study. Respondents were free to agree or disagree with any statement on the questionnaire on a continuum in varying degrees ranging from; strongly agree (4 points) to strongly disagree (1 point). Through experts screening, the face and content validity of the instruments was ascertained. Cronbach Alpha was used to assess the dependability of the study instrument with ten principals and twenty teachers from Delta State who were not part of the research locations. This resulted in an alpha reliability value of 0.87 for the Capacity Building Questionnaire and 0.86 for the Teachers' Task Delivery Questionnaire. The researcher individually visited the 225 sampled secondary schools to administer the instrument alongside instructed, five study assistants. At the end of the administration, the questionnaires were collected and 223 properly filled, yielding a 99.69 percent return rate. The acquired data was analyzed using mean, standard deviation for research 1 and 2 while Pearson Product Moment Correlation Statistics (PPMCS) of determination for research questions 3, 4, and 5. The 3 hypotheses were tested using Pearson Product Moment Correlation Statistics (PPMCS) and was analysed using the Statistical Package for Social Sciences (SPSS) version 23 computer tool at the 0.5 level of significance. The major findings are; public secondary schools provide three types of capacity building programs: orientation inservice, conference/seminar, and mentorship. Teachers' task delivery elements include good subject matter knowledge, quality lesson preparation and delivery, punctuality to school/class, effective use of questioning methods, quality class management, quality record keeping and retrieval, and good evaluation among others and there was a substantial beneficial association between capacity building programmes (orientation in-service, conference/seminar, and mentorship) and task delivery by teachers in Delta State's public secondary schools. Based on the findings and conclusions, the recommendation is educational authorities should develop capacity-building programs that are tailored to the specific requirements of individual teachers, schools, and communities, ensuring that they are relevant, engaging, and address the unique issues that teachers confront among others