execute well their roles towards good academic performance, they need to students’ work in good and conducive working environment. Generally there is a direct relationship between environment and academic teachers’ working students’ performance. Therefore, there is a need to improve teachers working environment for the improvement of academic performance in schools. students’ 4.4 In- Service Training on Teachers’ Students’ Academic Performance In this study, the second research objective aimed at finding out in what ways teachers training affects academic performance in community students’ secondary schools. The assumption was that if teachers are well equipped frequently with in-service training based on curriculum change, they would be able to execute well their roles towards good academic performance. To achieve this students’ objective, secondary school teachers (N= 60) were provided with a questionnaire of five (5) items looking at the extent to which training affects teachers’ academic performance in community secondary schools. The questionnaire students’ involves five points Likert scales with options (1) Strongly disagree, (2) Disagree, (3) Neutral (4) Agree and (5) Strongly agree. The items measured the extent to which in- service training affects academic performance in community teachers’ students’ secondary schools.
execute well their roles towards good students’ academic performance, they need to work in good and conducive working environment. Generally there is a direct relationship between teachers’ working environment and students’ academic performance. Therefore, there is a need to improve teachers working environment for the improvement of students’ academic performance in schools. 4.4 Teachers’ In- Service Training on Students’ Academic Performance In this study, the second research objective aimed at finding out in what ways teachers training affects students’ academic performance in community secondary schools. The assumption was that if teachers are well equipped frequently with in-service training based on curriculum change, they would be able to execute well their roles towards good students’ academic performance. To achieve this objective, secondary school teachers (N= 60) were provided with a questionnaire of five (5) items looking at the extent to which teachers’ training affects students’ academic performance in community secondary schools. The questionnaire involves five points Likert scales with options (1) Strongly disagree, (2) Disagree, (3) Neutral (4) Agree and (5) Strongly agree. The items measured the extent to which teachers’ in- service training affects students’ academic performance in community secondary schools.