Journal of Human Resource Management

2018; 6(1): 1-8

http://www.sciencepublishinggroup.com/j/jhrm
doi: 10.11648/j.jhrm.20180601.11
ISSN: 2331-0707 (Print); ISSN: 2331-0715 (Online)

Enhancing Teachers’ Performance through Training and

Development in Ghana Education Service (A Case Study of
Ebenezer Senior High School)
Dolores Mensah Hervie1, *, Ernest Christian Winful2
1
Department of Secretaryship and Management Studies, Accra Technical University, Accra, Ghana
2
School of Business and Management Studies, Accra Technical University, Accra, Ghana

Email address:
*
Corresponding author

To cite this article:

Dolores Mensah Hervie, Ernest Christian Winful. Enhancing Teachers’ Performance through Training and Development in Ghana Education
Service (A Case Study of Ebenezer Senior High School). Journal of Human Resource Management. Vol. 6, No. 1, 2018, pp. 1-8.
doi: 10.11648/j.jhrm.20180601.11

Received: December 13, 2017; Accepted: December 27, 2017; Published: January 31, 2018

Abstract: The aim of this article is to examine training and development of teachers and how it can enhance their
performance in delivery under the Ghana Education Service (GES). Performance of teachers is of primary importance to every
country and Ghana is not an exception. Teachers are a source of encouragement to their students because of the developed
relationship and in addition, provide instructions in their respective academic area. The relatively poor performance of students
in recent times has led to this study. The study was based on a case study and quantitative research design. Simple random
sampling technique was used to select the respondents (teachers) of the study. A total of 40 questionnaires were distributed out
of which 30 representing 75% were retrieved. The research instrument (teachers’ in-service training questionnaire) was
designed to have both open and close-ended items. The findings of the study revealed that, poor performance of teachers was
due to lack of frequent in-service training, lack of teaching and learning materials, lack of incentives and motivation, and
improper supervision. It is therefore, recommended that Ghana Education Service should improve upon its in-service training
and development policy to be consistent with the needs of teachers. More so, periodic learning needs assessments should be
conducted before training programmes are designed for teachers. Finally, the Teachers’ Education Division of Ghana
Education Service should be resourced to enable it organize more and regular in-service training programmes for teachers.
Finally, teachers should be given the necessary motivation to boost their morale to give off their best performance.
Keywords: Performance, Training and Development, In-Service Training, Effective Reward System,
Ghana Education Service

the attainment of positive learning outcomes in schools.

1. Introduction Performance of teachers is partly dependent on their pre-
Excellent performance of every institution is dependent on service training in addition to the in-service training given to
its key human resource. Although there are many other the teachers. Pre-service teacher training programs (PSTP)
factors that play a major role in its success, every educational are very crucial in order to upgrade teachers’ skills,
institution must have quality teachers in order to improve knowledge and performance and also to enable them to be
upon the knowledge, skills and general performance of its more effective. On the other hand, In-service training
students. Teacher education, training and development are a programs (ISTP) are necessary to re-orientate teachers to new
means for professional upgrading which deals with all goals and values, to train them in new teaching and learning
developmental functions directed at the maintenance and methods, to prepare them to cope with curriculum change,
enhancement of their professional competence. The quality and to provide them with the knowledge and skills to teach
of teachers that work in a specific educational system help in new learning areas (Al-Zoubi et al., 2010).
2 Dolores Mensah Hervie and Ernest Christian Winful: Enhancing Teachers’ Performance Through Training and
Development in Ghana Education Service (A Case Study of Ebenezer Senior High School)

Training and development have become the most performance. Finally, the study would help fill the gap on the
important factor in the organizational world today, because it paucity of research on training and development in the
increases the efficiency and the effectiveness of both educational sector in Ghana, and also contribute to the body
employees and the organization (Raja, Furqan and Khan, of literature on the effect of training and development on
2011). Employee training and development is a major force performance in the educational sector.
in the economic success of any institution, and educational
institutions cannot afford but to develop the requisite 2. Statement of the Problem
manpower to support both the productive and service
industries (Sarbeng, 2013). (Shaheen, Naqvi and Khan 2013) Over the years, there has been complaints of a steady
defined training as a systematic development of the decline in the academic performance of students. For
knowledge, skills and behaviour required by employees to do instance, statistics released by WAEC in 2015 indicates that
adequately on confirmed task or job. According to (Amin et 25.29% of candidates passed in mathematics (A1 to C6,
al., 2013) training is simply learning that is provided in order 23.63% passed in integrated science (A1-C6) and 50.29%
to improve performance on the present job. Employee passed in English (A1-C6) (Doozie, 2015). Furthermore,
development is aimed at providing employees with students who sat for the 2016 exams failed in the core
competencies for anticipated future jobs and roles. (Sims, subjects of Mathematics, English, Science and Social
2002) emphasizes that training focuses on present jobs while Studies. About 32 percent of the students obtained the
development prepares employees for possible future jobs. passing grade of A to C6 in the core subjects and 19.82
Training and development can be thought of as processes percent of students obtained D7-E8, which most tertiary
designed to enhance the professional knowledge skills and institutions consider as a fail score, and about 38.10 percent
attitudes of educators so that they might, in turn, improve the of students had F9. This has generated much public outcry on
learning of students. Training and development are important the standard of the Ghanaian educational system. Although
part of teacher preparation programs, especially for those the blame for the decline can partly be attributed to the lack
aspects of teaching that are more skilled-like in their of educational infrastructure and teacher motivation, much of
conception, but there are many other important aspects of the problem is due to the lack of regular In-service training
teaching that can only be nurtured through reflective for teachers.
strategies and experiences (Rahman, et al, 2011). In recent years, the Ghana Education Service, through
Ebenezer Senior High School is one of the best senior high Ministry of Education has shifted focus in providing In-
schools located in the Accra Metropolitan Assembly. service training to teachers, especially the Senior High
Ebenezer Senior High School was started by Robert Aryee Schools Teacher, to rather providing infrastructure, failing to
some 75 years ago as a primary institution to provide recognize that this infrastructure is useless without the
education to the less endowed in his community. Over the availability of competent trained teachers to use this
years, the school has grown into a second cycle institution educational infrastructure. Hence the main objective of the
giving education to people from all corners of the country. study was to examine how teachers’ performance could be
Ebenezer Senior High is well developed under the enhanced through training and development thereby
supervision of Ministry of Education and the Ghana improving the overall performance of students.
Education Service and has a good capital infrastructure.
Rules and regulation for the recruitment of teachers of the 3. Literature Review
School require a person having bachelor degree along with a
professional degree of B. Ed. On the other hand In-service Teachers are at the heart of providing quality education to
training programs of the teachers is largely implemented by students. They facilitate students' learning and ensure that
the Ghana Education Service under the supervision of the they thrive academically so that they fulfill their potential
Ministry. However, whether the teachers are given In-service and find meaningful careers.
training programs, how regular are the In-service training Teachers and the quality of their teaching are now widely
programs, what kind of In-service training programs, the recognized as the most critical of many important factors that
objective of the In-service training, the method of the In- combine to create overall quality of education (Darling
service training, and whether the In-service training program Hammond, 2000; Leu & Price Rom, 2006; UNESCO, 2004).
enhances the performance of the teachers is not known and (Angrist and Lavy, 2001), a study about in-service teachers’
has not been assessed over the years. training in Jerusalem revealed that there is a significant
This study would provide empirical evidence to policy positive relationship between teachers’ training and students’
makers – Ghana Education Service (GES) and the Ministry test scores. The cost-benefit analysis of the study also shows
of Education (MOE) on the need to pay special attention to that teachers’ training could provide a less costly way of
In-service training of teachers, especially those at the Senior improving students' grades than cutting down the class size or
High Schools, to assist in raising the decline of the academic increasing the class hours. (Pascal Bressoux et al December,
performance of the students at the Senior High School. The 2008), the way a teacher delivers knowledge/lecture is not
findings of the study would also provide policy makers the changed by the training he/she receives. The improvement in
areas the teachers need training to achieve improvement in students' performance with a trained teacher is just because of
 Journal of Human Resource Management 2018; 6(1): 1-8 3

a better grip on subject matter. according to a 2000 article by Dr. Geraldine (Gerri) Holmes
Training of teachers’ is also necessary especially in today's and Michele Abington-Cooper.
environment to cope with the changing demands of the The task of an instructor is to remove barriers to learning such
profession. Trained teachers’ are in a better position to as, fears or misapprehensions and to open up opportunities for
educate the students. Training could improve a teacher's acceptance of new knowledge, skills, or abilities.
knowledge on subject matter, teaching method etc. Research suggests that andragogical approaches help to
However, teachers’ in many developing countries have motivate adult learners to create new skills and link
little or no preservice preparation before starting to teach and information with experience, which results in increased
may not have opportunities to participate in in-service knowledge retention.
professional development activities. Pedagogical approaches assume that the experience with
The goal of in-service professional development is to the instructor is the most valuable means to acquiring
improve the knowledge, skills, and commitments of teachers’ knowledge. Learners enter the classroom with little or no
so that they are more effective in planning lessons, using knowledge, and the means to attain knowledge is held by the
variety of effective approaches in their teaching, and instructor. Thus, the instructor must be the main point of
monitoring students’ learning as well as in undertaking other focus in the learning experience for results to be achieved,
school and community responsibilities. according to (Mark K. Smith, 2002) Pedagogical
Good teaching may be defined as instruction that leads to effectiveness often depends on ensuring that the approach is
effective learning, which in turn means thorough and lasting appropriate for specific school and national contexts.
acquisition of the knowledge, skills, and values the instructor
or the institution has set out to impart. The education 3.2. In-Service Training and Teacher Performance
literature presents a variety of good teaching strategies and In-service training program for teachers tends to increase
research studies that validate them (Campbell and Smith the qualities possessed by a good teacher which positively
1997; Johnson et al. 1998; McKeachie 1999). The research affect the performance of a teacher. (Harris and Sass, 2001)
has shown that teacher quality is an important factor in studied effects of teacher training on teacher value added.
determining improvement in students, even after accounting The result showed that training of a teacher was positively
for prior student learning and family background associated with productivity in middle and high school math.
characteristics. Considering the purpose of this article the The results further revealed that more experienced teachers
following strategies would help evaluate how they impact on appeared more effective in teaching elementary and middle
the academic performance of students. school reading.
3.1. Pedagogy, Andragogy and Teacher Performance In the modern world, in-service training plays a crucial and
pivotal role in improvement of education. To meet the
Pedagogical approaches are often placed on a spectrum institutional needs in term of skills and knowledge, the roles
from teacher-centered to learner-centered pedagogy. Teacher- and capabilities of trainees can be improved through in-service
centered pedagogy positions where the teacher is at the training. Only trained teachers can set goals for teaching and
center of the learning process and typically relies on methods can organize plans for reaching those goals (Pintrich &
such as whole-class lecture. The teacher assumes Schunk, 2002). Effective teachers have good strategies for
responsibility for making decisions about what would be helping students (Bockerts, Pitrich & Zeidner, 2000).
learned, how it would be learned, when it would be learned, Training works as a catalyst which provokes a significant
and why it is of value to the learner. Pedagogy refers to the change in a teacher, redefines role, broadens vision and
interactions between teachers, students, and the learning enhances the attributes of a teacher. In-service teacher
environment and the learning tasks. This broad term includes training enables teachers to be more systematic and logical in
how teachers and students relate together as well as the their teaching style (Kazmi, Pervez, Mumtaz, 2011).
instructional approaches implemented in the classroom.
A learner-centered approach to instruction where the 3.3. Educational Infrastructure and Teacher Performance
teacher acts as a facilitator to help bridge the gap between Improving the quality of school facilities is an expensive
student and knowledge. The learner is viewed as an undertaken. However, when the positive impacts of facility
independent entity who enters the learning experience with a improvement on teachers and students are translated into
unique set of experiences and motivators. This pedagogical dollar figures, the rewards far outstrip the cost of
approach generally draws on learning theories where learners investments. There are five primary facets of school
play an active role in the learning process. Students therefore facilities: noise, air quality, lighting, temperature, and space.
use prior knowledge and new experiences to create The quality of school infrastructure has a significant effect on
knowledge. The teacher facilitates this process, but also school attendance and drop-out rates. Students are less likely
creates and structures the conditions for learning. to attend schools in need of structural repair, schools that use
Malcolm Knowles, often referred to as the Father of Adult temporary structures, and schools that have understaffed
Education, described andragogical approaches as one where janitorial services (Branham D, 2004). According to
the teacher is a facilitator who aids adults to become self- (Earthman, G. I., & Lemasters, L. K. 2009) Teachers in
directed learners, in The Journal of Technology Studies,
4 Dolores Mensah Hervie and Ernest Christian Winful: Enhancing Teachers’ Performance Through Training and
Development in Ghana Education Service (A Case Study of Ebenezer Senior High School)

schools with satisfactory conditions are significantly more improvement in the academic performance of the teachers.
likely to express positive attitudes about their classrooms The older ones should also be given in-service training from
than teachers in unsatisfactory buildings (across a wide range time to time to refresh their teaching skills and other areas of
of indicators, but limited sample prevents causal inferences). concern to their delivery, more attention should be paid to the
The condition of school facilities has a measurable effect younger ones who are new in the teaching profession, since
over and above socioeconomic conditions on student such ones may be willing to put into practice training given
achievement and teacher experience/turnover. Additionally, to them to achieve desired results than the older ones.
at least 75% of principals indicated that the adequacy of the The gender of the respondents indicates that majority (63.3%)
school facility impacted teacher attitudes, teacher recruitment of them were males while 36.7% of them were females. This
and retention, student behavior, and parent and community finding shows a gender disparity issues in the human resource
attitudes and support. base of the institution. Notwithstanding this gender issues, in-
service training of teachers should be equitable and fair to ensure
3.4. Rewards and Teacher Performance that female teachers are not left behind. On the other hand,
(Asare-Bediako, 2013) states that employees provide 70.0% of the respondents were found to be married, 26.7% were
performance while organizations offer rewards. Reward single, and 3.3% had lost their partners in death. This finding
system are designed not only to motivate but also to maintain underscores the need to focus attention on the single teachers
desired behavior and performance. A properly administered who are more focused on their job and can do more (Single
rewards system has the capacity to improve incentives for parents and those who had lost their partners in death should be
quality workmanship and teaching performance as well as encouraged not to get more distracted with other issues apart
strategically attracting skilled workers to join an institution from their core mandate of teaching).
whereas the reverse may lead to unproductive performance and The education level of respondents examined indicated
even to a high incidence of teacher turnover (Wilson, 2004). that 73.3% of the respondents were degree holders, while
Effectively maintained reward system creates a motivating 26.7% were second degree holders. On the other hand, in
environment that may enhance performance. (Oluremi, 2013) terms of professional qualification of the respondents, 63.0%
making the salary and compensation of teachers very attractive had a 3 year Cert A, 22.2% had Specialized training, and
would enhance teachers’ performance. Thus educational 14.8% had Bachelor of Education. This finding reveals that
infrastructure, in-service training and good rewards mutually there is a well-qualified teacher population at the senior high
have a positive influence on the performance of teachers which school. This should have a positive impact on the academic
may in a long run improve the performance of students. performance of the students. On the contrary, this is not the
case as the national data on the WASSCE results indicates a
decline in the performance of the students. This underscores
4. Methodology the need for regular in-service training for the teachers.
This research was based on a case study and quantitative Table 1. Background Information of Respondents.
research design. Simple random sampling technique was
used to select the respondents (teachers) of the study. A total Background Information N %
Age of respondents
of 40 teachers were sampled for the study out of which 30
20-29 years 3 10.0%
teachers representing 75% responded to the study by 30-39 years 5 16.7%
answering and returning the questionnaire. The research 40-49 years 13 43.3%
instrument (teachers’ in-service training questionnaire) was 50 years and above 9 30.0%
designed to have both open and close-ended items by the Sex of Respondents
Male 19 63.3%
researcher. Pilot administration of the instruments to in-
Female 11 36.7%
service teachers at Ebenezer Senior High School enabled Marital status of respondents
reliability tests to be carried out. Close-ended items were Married 21 70.0%
analyzed and various statistics (Frequency and percentages) Single 8 26.7%
were quantitatively derived. Responses to the open-ended Widowed 1 3.3%
Educational level of respondents
items were summarized as observed and quantitatively
Degree Holder 22 73.3%
analyzed as close-ended items. Second Degree Holder 8 26.7%
Professional qualification of respondents
Cert A 3 years 17 63.0%
5. Results and Discussions Specialized training 6 22.2%
Bachelor of Education 4 14.8%
Table 1 shows the summary of the background of the
Length of service of respondents
respondents. Majority (73.3%) of the respondents were found 1-5 years 4 13.3%
to be 40 years and above, while 26.7% were found to be in 6-10 years 4 13.3%
the age group of 20 to 39 years. This implies that the teachers 11-15 years 6 20.0%
were of age and as a result, training and development of 16-20 years 8 26.7%
21-25 years 3 10.0%
teachers should be focused more on the younger ones who
26 years and above 5 16.7%
have the potential to work for long period of time to achieve
 Journal of Human Resource Management 2018; 6(1): 1-8 5

The length of service of the respondents revealed that the results in Figure 2, as majority (83.0%) of the teachers
26.6% of the teachers had 1-10 years teaching experience, reported of attending in-service training not more than five
46.7% had 11-20 years teaching experience, while 26.7% had times, with only 17.0% of the teachers attending in-service
more than 20 years teaching experience. This finding shows training more than five times.
that the respondents are well experienced, hence understands
the impact training and development have on the 5.2. Type, Method and Objective of the In-Service Training
performance of teachers and their implication on the Programs
academic performance of the students. The respondents were asked about the type, method and
5.1. In-Service Training Practices the objective of the in-service training program they had
attended. This was to determine the type, method and the
To investigate the in-service training practices at the objective of the in-service training programs of the teachers.
Ebenezer Senior High School, the respondents were asked to Tables 1, 2 and 3 present the summary of the results. As
indicate whether they have ever attended in-service training shown in Table 1, the teachers were given in-service training
apart from their pre-service training, and how many times they in the form of specialized in-service training (88.9%),
have attended in-service training. Figures 1 and 2 present the teachers’ study guide (14.8%), and through promotion
results on the in-service training attendance, and the number of courses. This finding shows that the in-service training given
in-service training attended by the respondents. to the teachers by the Ghana Education Service was mostly
based on specialties rather than general in-service training.
According to (Ngala & Odebero, 2010), such teachers’
development programs impacted on teachers’ effectiveness if
they enable teachers to master relevant content areas on
which national examinations are based.

Table 2. Type of training courses.

Responses Percent of
Training courses N Percent Cases
Specialized in-service training 24 72.7% 88.9%
Teachers’ study guide 4 12.1% 14.8%
Promotion courses 5 15.2% 18.5%
Total 33 100.0% 122.2%
Figure 1. In-service training attendance.
Table 3. Objective of training courses.

Responses Percent of
N Percent Cases
To learn about new syllabus 6 18.2% 25.0%
To prepare teaching/learning aids 8 24.2% 33.3%
To learn about new methods 19 57.6% 79.2%
Total 33 100.0% 137.5%

Table 3 shows that the in-service courses given to the

teachers dealt with specific themes related to teaching;
teaching methods (79.2%), preparing teaching and learning
aids (33.3%), and learning about new syllabus (25.0%).
Figure 2. Number of in-service training. According to (Atsenga, 2002) such training areas impacts
positively on learning and that teacher development
Figure 1 shows that majority (90.0%) of the teachers
programs, which promote knowledge on choice and use of
attended in-service training, while 10.0% had never attended
effective teaching methods, impacted on teachers’ role
any in-service training since their pre-service training.
effectiveness. It has also been found that for effective
Although the proportion of teachers who never attended in-
learning to take place, choice of appropriate teaching
service training were less compared to those who attended,
methods must be made depending on the topics. On the
the number is still significant due to the fact that in-service
other hand, knowledge of school management, instructional
training is the training given to both novices and the more
leadership, evaluation techniques, teaching as a profession,
experienced ones in the profession to improve their role
mastery of subject matter, and guidance and counseling had
effectiveness. It is therefore expected that all the teachers at
also been found to impact on academic achievement (Ngala
the school should at this time had attended an in-service
& Odebero, 2010). On this note, in-service training of
training course. This shows that the Ghana Education Service
teachers should also focus on these areas to help raise the
was not given all the proper and needed attention to the in-
falling standard of education.
service training of the teachers. This fact is corroborated by
6 Dolores Mensah Hervie and Ernest Christian Winful: Enhancing Teachers’ Performance Through Training and
Development in Ghana Education Service (A Case Study of Ebenezer Senior High School)

Table 4. Methods used in in-service training.

Training Methods Frequency Percent Valid Percent Cumulative Percent

Valid Pedagogy 21 70.0 80.8 80.8
Andragogy 5 16.7 19.2 100.0
Total 26 86.7 100.0
Missing No Response 4 13.3
Total 30 100.0

The methods used to train teachers had a profound impact development. More than 70.0% of the teachers strongly
on the acquisition of knowledge by the students. Teachers agreed that in-service training has increased their level of
therefore need to be taught using andragogical approach so productivity and development, while 26.7% agreed that in-
that they would be able to apply such concepts in the service training has increased their level of productivity and
classroom. Each student in the classroom has different development. This result gives the indication that regular in-
intelligent levels and as a result teachers should regularly be service training of teachers helps them to be more competent
given in-service training on how to apply different teaching by building their capacity and also improves their level of
methods to assist average students in the classroom. Table 4 productivity and development. This finding is consistent with
shows that the teachers are mostly given in-service training the findings of (Issahaku, Ahmed & Bewa-Erinibe, 2014),
through Pedagogy (child learning) - 80.8% as compared to who found that training and development leads to
Andragogy (adult learning) – 19.2%. This may have improvement in the performance of employee. The finding is
contributed to the decline in the WASSCE results, since a also consistent with that of (Pilbean and Corbrige, 2006) who
balanced of both learning methods may enhance teaching and found that effective in-service training is geared towards
learning in the classroom. enhancing quality, reducing cost and improving performance.

5.3. Effectiveness of In-Service Training Programs 5.4. Factors That Improve Performance of Teachers

The teachers were asked about the effectiveness of the in- The researcher identified a significant relationship between
service training programs they had attended. This was to training and development, and performance of teachers. The
determine the effectiveness of in-service training in variables: regular in-service training, effective reward system
improving the performance of teachers. The results are and motivation, provision of proper and relevant teaching
discussed as follows: aids are linked to teachers’ performance.
These are in line with many studies on performance of
Table 5. In-service training in enhancing capacity of teachers. employees which indicated a strong association between
Valid Cumulative teacher motivation and improvement in performance.
Frequency Percent
Percent Percent (Oluremi, 2013) found a significant relationship between
Strongly Agree 25 83.3 83.3 83.3 teacher motivation and teacher job performance competency.
Agree 5 16.7 16.7 100.0
The research further emphasize that teaching and learning
Total 30 100.0 100.0
materials are essential and significant tools needed for
According to Table 5 the teachers reported that in-service teaching and learning of school subjects to promote teachers
training enhances their capacity to improve their ‘efficiency and improve students’ performance. According to
performance in the classroom. Majority (83.3%) of the (UNESCO, 2008), teaching and learning materials such as
teachers strongly agreed that the in-service training they textbooks, classrooms, teaching aids (chalk, board, ruler and
attended had enhanced their capacity to improve their protractor), stationeries and laboratories affect positively
performance in the classroom, while 16.7% agreed that the academic performance of the learners. (Mutai, 2006) also
in-service trainings they attended had enhanced their asserted that learning is strengthened when there is enough
capacity which has improved their performance. This reference materials such as textbooks, exercise books,
finding is consistent with the findings of (Oluremi, 2013). teaching aids and classrooms which directly have a positive
According to the author, in the area of self-development impact on academic achievement.
capacity building, training and retraining of teachers are Provision of adequate infrastructure was reported by the
linked to teacher’s performance. teachers to have an impact on their performance and in the
long-run on the academic achievement of teachers. Writing
Table 6. In-service training in enhancing productivity. on the role of adequate infrastructure on performance in
Cumulative teaching, (Balogun, 2002) submitted that no effective
Frequency Percent Valid Percent education programme could exist without equipment for
Percent
Strongly Agree 22 73.3 73.3 73.3 teacher. Thus, training and development has a strong
Agree 8 26.7 26.7 100.0 relationship with teacher job performance based
Total 30 100.0 100.0 competencies.
The teachers also reported that the in-service training they The results analyzed above are confirmed by the Chi-square
Goodness-of-Fit test. The result of the test is shown in Table 7.
attended has increased their level of productivity and
 Journal of Human Resource Management 2018; 6(1): 1-8 7

Table 7. Chi-square Goodness-of-Fit Test on In-service training in education and teacher retention. However, these conditions
enhancing Performance of teachers. need medium to long term approaches.
Performance
Chi-Square 21.800a
df 2
Asymp. Sig. 0.000
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