| 000 | 04155na a2200841 4500 | ||
|---|---|---|---|
| 001 | 233599 | ||
| 003 | koha_MIRAKIL | ||
| 005 | 20221226090140.0 | ||
| 008 | 190118b tu 000 0 | ||
| 040 |
_aCY-NiCIU _btur _cCY-NiCIU _erda |
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| 041 | 0 | _aeng | |
| 090 |
_aYL 404 _bO38 2014 |
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| 100 | 1 | _aOdunayo, Olowu Gbolahan | |
| 245 | 0 |
_aTraining and development, a vital tool for organizational effectiveness _bA case study of teachers in North Cyprus secondary school system _cOlowu Gbolahan Odunayo; Supervisor: Hasret Balcıoğlu |
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| 260 |
_aNicosia _bCyprus International University _c2014 |
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| 300 |
_aVI, 77 p. _btable, figure, chart _c30.5 cm _eCD |
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| 336 |
_2rdacontent _atext _btxt |
||
| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 500 | _3Includes CD | ||
| 504 | _aIncludes references (73-75 p.) | ||
| 520 | _a'Abstract Over the decades, there has been an increasing need for employees to be trained and developed for them to be able to stand up to the increasing challenges they encounter in the work place. This research work started by reviewing the contributions given by various scholars in the field of management on the definition of concepts (training and development). Later the concept of effectiveness was also reviewed. Furthermore, the research study tends to find the problem with training and development of teachers and it needs. Two hypotheses were formulated for this research studied inter alia teachers' effectiveness because the training methods applied are in consonant with the training needs of teachers. A comprehensive review of literature was carried out. To test the hypotheses a survey method of random sampling was adopted with a sample size of 182 but 148 questionnaires were retrieved. The research findings show that there is a positive relationship between training and development of teachers and organizational effectiveness of teachers.' | ||
| 650 | 0 | 0 | _aTraining and development |
| 650 | 0 | 0 | _aEğitim ve geliştirme |
| 650 | 0 | 0 | _aEducation system in TRNC |
| 650 | 0 | 0 | _aKKTC'de eğitim sistemi |
| 700 | 0 |
_aSupervisor: Balcıoğlu, Hasret _91656 |
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| 942 |
_2ddc _cTS |
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| 505 | 1 |
_g1 _tCHAPTER 1 |
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| 505 | 1 |
_g1 _tINTRODUCTION |
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| 505 | 1 |
_g3 _tEDUCATIONAL STRUCTURE IN TURKISH REPUBLIC OF NORTH CYPRUS |
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| 505 | 1 |
_g4 _tEDUCATIONAL SYSTEM IN TRNC |
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| 505 | 1 |
_g5 _tPURPOSE OF THE STUDY |
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| 505 | 1 |
_g5 _tSTATEMENT OF PROBLEM |
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| 505 | 1 |
_g6 _tBASIC ASSUMPTIONS |
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| 505 | 1 |
_g8 _tRESEARCH HYPOTHESIS |
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| 505 | 1 |
_g9 _tSIGNIFICANCE OF STUDY |
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| 505 | 1 |
_g9 _tSCOPE AND LIMITATION SOF THE STUDY |
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| 505 | 1 |
_g11 _tCHAPTER 2 |
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| 505 | 1 |
_g11 _tINTRODUCTION |
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| 505 | 1 |
_g12 _tCONCEPTUAL FRAMEWORK |
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| 505 | 1 |
_g13 _tDIFFERENCES BETWEEN TRAINING AND DEVELOPMENT |
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| 505 | 1 |
_g14 _tOBJECTIVES OF TRAINING AND DECELOPMENT |
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| 505 | 1 |
_g15 _tIDENTIFICATION FOR TRAINING AND DEVELOPMENT |
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| 505 | 1 |
_g16 _tIMPORTANCE OF TRAINING NEEDS |
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| 505 | 1 |
_g17 _tBUDGETING FOR TRANING |
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| 505 | 1 |
_g17 _tAPPROACHES USED FOR TRAINING AND DEVELOPMENT |
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| 505 | 1 |
_g19 _tTRAINING AND DEVELOPMENT METHODS |
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| 505 | 1 |
_g20 _tMETHOD OF DEVELOPMENT |
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| 505 | 1 |
_g21 _tTRAINING MODELS |
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| 505 | 1 |
_g27 _tCHAPTER 3 |
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| 505 | 1 |
_g27 _tRESEARCH PLANS AND METHODS |
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| 505 | 1 |
_g27 _tRESEARCH QUESTIONS |
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| 505 | 1 |
_g27 _tRESEARCH METHODS |
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| 505 | 1 |
_g28 _tRESEARCH AREA |
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| 505 | 1 |
_g28 _tRESEARCH SUBJECT |
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| 505 | 1 |
_g28 _tNATURE & SOURCE OF DATA COLLECTION |
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| 505 | 1 |
_g29 _tAPPROACH TO RESEARCH SAMPLE |
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| 505 | 1 |
_g30 _tSIZE OF THE SAMPLE |
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| 505 | 1 |
_g30 _tSELECTION OF SAMLE |
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| 505 | 1 |
_g30 _tCOLLECTION OF DATA METHODS AND STUDY TOOL |
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| 505 | 1 |
_g30 _tDATA ANALYSIS |
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| 505 | 1 |
_g31 _tCHAPTER 4 |
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| 505 | 1 |
_g31 _tADMINISTRATION OF RESEARCH INSTRUMENT |
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| 505 | 1 |
_g36 _tDESCRIPTION STATISRICS OF RESPONDENTS VIEW TO QUESTIONS |
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| 505 | 1 |
_g66 _tHYPOTHESIS TESTING |
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| 505 | 1 |
_g71 _tCHAPTER FIVE |
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| 505 | 1 |
_g71 _tINTRODUCTION |
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| 505 | 1 |
_g71 _tCONCLUSION |
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| 505 | 1 |
_g71 _tRECOMMENDATION |
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| 505 | 1 |
_g73 _tREFERENCES |
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| 999 |
_c463 _d463 |
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