Professional Documents
Culture Documents
INTRODUCTION
1.1 Background to the Study
The importance of formal and informal education as the most
predictable and significant tool for sustainable human and material
development is fully acknowledge in Nigeria ever since the pre-
colonial era. Even the illiterate in Nigeria appreciates the importance
of education; never mind that he does not have it. This appreciation
comes a long way. Indeed, the founding fathers of Nigeria including
Chief Obafemi Awolowo, Chief Herbert Macaulay, Chief Anthony
Enahoro, Dr. Nnamdi Azikwe, Sir. Ahmadu Bello and a host of others
played very important roles in ensuring the establishment and
nurturing of a variety of schools catering for a variety of personal and
national needs particularly before and after independence in 1960.
Noble as the objectives of any educational programme may be,
central to its success is that of adequacy of qualified teachers. Indeed
before taken off any educational programme, the adequate provision
of skilled manpower (qualified teacher) must have been put in place.
The quantity and quality of manpower put in place will have
great influence on the kind of school products produced to the society.
A sound educational system is accepted the world over as the
bedrock of human development. There is no any educational system
that can rise above the quality of its teachers and that no nation can
rise above the level of its teaching staff, this statement has proven the
key role teachers play in any progressive society. Hence, teachers play
a very significant role in the attainment of the objectives of any
educational system. Today, every state of federation has placed high
premium on quality education for example the present administration
in Kwara State has put in place series of programme and effort
towards improving the educational system in the state. Some of these
efforts including turn around of the state colleges of education,
strengthening the inspectorate service in the state capacity building
and much more. However, the attainment of these loft programmes
depends greatly on the quality of teachers in the school system.
Education constitutes the most formidable industry in Kwara
State and since the creation of the state in 1976; education has
consumed the largest proportion of the local vote earmarked for social
services. Aggawwal (1981) said the destiny of a nation is shaped in its
classroom and it is the teacher who is a very important instrument in
mounding the destiny of the nation. In the report of UNESCO on
twenty years of service to peace, the teacher is described as the spark
that forced the whole development process, the key man in the drive
to progress. In his own contribution to the indispensable role of
teachers in the school system, Fafunwa (1972) said, the services of the
teachers are to a nation, for they, more than any other professional
group influence the lives of the Nigerian youths and therefore the
nation’s future. With the introduction and implementation of
Universal Basic Education (UBE) in the states of federation, the
secondary school curriculum has been greatly diversified and many
schools have introduced new subjects. The question that beats the
chest of stakeholders is that, how adequate are teachers in terms of
quantity and quality, how competent are these teachers? Therefore, it
may not be too much to say that if education is to meet the demand of
our time and of the coming debates, the school system must be
adequately staffed.
1.2 STATEMENT OF THE PROBLEM
The proliferation of secondary schools in all part of Kwara
State and Nigeria as a result of the free and compulsory education
policy of government and the attendant increase in the students’
enrolment have brought about the demand for more qualified teachers
in many of the schools in the state.
Although the state government has taken various measures to
produce and supply more qualified teachers to secondary schools in
the state, however, it seems that there is a mis-march in the supply and
demand of qualified teachers in the state. Considering the rapid
expansion in the number of secondary schools in the state, as well as
upsurge in the enrolment of students into the state colleges of
education, the issue of whether or not adequate number of qualified
teachers has been produced and supplied to secondary schools in the
state constituted the problem of this study.
In addressing the problem of this study, the following research
questions were raise to guide the study.
1. What is the staffing position of secondary school teacher in
Kwara State.
2. What are the enrolment growth rates for secondary school
students and teacher – student ratio in the state.
3. Is there any difference between the supply of qualified teachers
from colleges of education in the state and demand of qualified
teachers by the state.
1.3 PURPOSE OF THE STUDY
The major purpose of this study is to study the trend of supply
of demand for secondary school teachers in Kwara State, to determine
whether there is any relationship between the quantity of teachers
produced in the state and teachers required for effective and efficient
implementation of secondary education system in the state. It is also
to project the quantity of the secondary school teachers in the state for
year 2010.
1.4 SIGNIFICANCE OF THE STUDY
The success or failure of any educational system depends
greatly on the quantity and quality of its teachers. The service of
teachers is indispensable, they contribute immensely to lives of the
nation’s youth. Over the years, most countries, including Nigeria have
been plagued by teacher shortage and this situation has generally
reflected on both the overall shortage of well qualified manpower and
the competitive disadvantage of education. Hence, teachers’ adequacy
and management is pertinent.
The elasticity of teachers is considered an appropriate means of
measuring the supply of education. In Nigeria, just like other countries
of the world, education at every level is labour intensive, adequacy
and effective management of teacher is very important. This study
would also help the policy makes and relevant authority and stake
holding to regulate the production of teachers in the state and ensuring
that teachers are produced in right quantity and quality.
1.5 SCOPE AND LIMITATION OF STUDY
The study is centered on projection of secondary school
teachers’ demand and supply from 2005 and 2010.
This study is limited to 140 selected secondary schools out of
335 public secondary schools in Kwara State. The study determined
secondary school teachers’ supply and demand between 2005 and
2010.
1.6 DEFINITION OF TERMS
For the purpose of this study the following terms were
operationally defined as follows:
1. Qualified Teacher: individuals who possessed at least
minimum teaching qualifications as prescribed by National
Policy on Education.
2. Demand: the quantity of teachers that is required for effective
implementation of secondary school programme.
3. Supply: the total number of available individual with at least
minimum teaching qualification and are ready to take up
teaching job.
4. Over Supply: a situation whereby available qualified teachers
are more than the required teachers for secondary schools.
5. Under Supply: a situation where there is shortage of qualified
teachers to teach in secondary schools.
6. Manpower: Teachers needed to implement educational
policies
7. Enrolment: Total number of students admitted to school at a
given period.
8. Teacher-Pupil ratio: the number of pupil assigned to a teacher
in a class.
9. Projection: a prediction or representation of number of
qualified teachers likely to be available for teaching job and
those that would be on the teaching job before 2005 and 2010.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
Several World bodies’ organizations and agencies, to which
Nigeria belongs, have had course to set targets at one time or the other
for the development of basic education. The United Nations
Organization and its agencies such as the UNESCO, UNICEF have
set targets for countries of UNO, to democratize and universalize
Basic education. Nigeria is also a member of the African Union (AU)
and the Economic Council for Africa (ECA). All of these bodies
including the Commonwealth of Nations have aimed at achieving
universal basic education for their citizens. For instance, UNENSCO
(1995) had set 2000 as the year for achieving Education for All
(EFA), which was a major focus on primary and basic education.
Also, UNICEF has set Millennium Goals for members of the UNO to
achieve Education for All by the year 2015 – with emphasis on the
compulsory provision of basic education for both boys and girls.
Various governments at all levels at different times in Nigeria,
have shown very keen interest in education. It is relevant to state that
the following have been attempts at both State and Federal levels in
Nigeria to introduce universal basic education:
i. Introduction of Universal Primary Education (UPE) in
Western Region in 1955;
ii. Introduction of Universal Primary Education (UPE) in
Eastern Region in 1957;
iii. Introduction of Universal Primary Education (UPE) in
Lagos (former Federal Territory) in 1957;
iv. A National Policy on Education blue-print, produced in
1977, aimed at Universal and qualitative education;
v. Introduction of Universal free Primary Education (UPE)
in 1976; and
vi. Introduction of Universal Basic Education (UBE) in 1999
The Universal Basic Education (UBE) aims at achieving the
following specific objectives:
* Developing in the entire citizenry a strong consciousness for
education and a strong commitment to its vigorous promotion.
* Reducing drastically the incidence of dropouts from the formal
school system (through improved relevance, quality, and
efficiency).
* Catering for the learning needs of young persons who, for one
reason or another, have had to interrupt their schooling through
appropriate forms of complementary approaches to the
provision of basic education.
* Ensuring the acquisition of the appropriate levels of literacy,
manipulative, communicative and life skills as well as the
ethical, moral and civic values needed for laying a solid
foundation for life-long learning.
A universalisation of basic education is in keeping with the
requirements of the constitution of the Federal Republic of Nigeria
(1999), the educational objectives of which are as follows:
….”Government shall direct its policy towards ensuring that
there are equal and adequate opportunities at all levels”.
…”Government shall eradicate illiteracy and to this end,
Government shall as when practicable provide;
a. Free, compulsory and universal basic education;
b. Free secondary education;
c. Free universities education; and
d. Free adult literacy programme
The manpower requirements approach has great relevance to the
demand for qualified teachers in schools. This approach is based on the fact
that any nation with plans or aspiration for economic development must
consider the preparations of its human aspect as development.
It is however, obvious that, modern production has demand for precise
skills and the number of people with those relevant skills. Considering the
importance attached to education as revealed from government finances to
the education sector are the emphasis given in the National Policy on
Education on the orientation of the country towards technological
development. One is tempted to believe that there was an adequate supply of
teachers to secondary school in Kwara State. Although qualified teachers are
available in varying proportions in both science and non-science subjects of
the school curriculum, the expansion in the number of secondary schools in
Kwara State, and upsurge in the pupils enrolment due to the introduction of
Universal Basic Education, has led the researcher to investigate the demand
and supply of teachers to Secondary Schools in the state.
2.1 TEACHERS’ ROLE IN ACHIEVING EDUCATIONAL GOALS
The teaching and learning processes, especially the amount of
learning that takes place in the classroom and other related learning
situations could depend upon factors, such as how effective and
efficient the teacher performs the management functions of course
facilitation and maintenance. Abdulkareem (1997) described the
teacher as the fulcrum of the educational lever.
A teacher is a representative of the bigger community, an
academic specialist, a methodologist and a character trainer who
administers and runs the schools in order to achieve the aims of the
bigger society. Effective teacher according to Okon and Anderson
(1992) was defined as one who is able to bring about intended
learning outcome, commands, knowledge in the subject matter to be
taught and controls technical skills of teaching that facilitate learning.
Other characteristics of a professional teacher include: the
teachers interest in individuals as persons. He enjoys association with
children as he is patient, has the ability to awaken in children the
desire to learn, detects and protects interest of students and recognizes
their needs. He has knowledge of how students learn and he is willing
to work with them as they are. He keeps in step with knowledge
explosion, he is flexible and cooperative.
According to Bello (1999), the basic roles of the teacher may be
divided into three, these are academic, administrative and social roles.
i. Academic Roles: Regardless of the level of teaching the
aims and objectives are towards the same direction-
knowledge should be transmitted effectively. This is the
academic role of the teacher in the school environment.
Whatever the teacher does, whether in actions, words and
deeds in order to increase the child’s intellectual ability is
the teachers academic role.
ii. Administrative Roles: The administrative role of the
teacher in any institution centers on the head of such
institution. He may decentralize for effective running of
the school system. The teacher carries out his
administrative work inform of keeping records. He
prepares reports, distributes and cares for teaching
materials and other equipment. He supervises students
and looks into the accommodation of pupils. The teacher
gives parents a complete and detailed progress report on
their children e.g. a report given at P.T.A. meeting. He
may also be assigned the role of a career master,
examination officer, member of disciplinary committee,
time-table committee, compound master, health master
and other responsibilities which the principal may assign
him.
iii. Social Role: Like some social workers, the teacher’s
social role is purely interactional, he plays a mediatory
role between his society and the school for example
during speech and price giving day.
2.2 MANPOWER PLANNING
Personnel management is productive exploitation of manpower
resources. This is also termed as “Manpower Management’.
Manpower Management is choosing the proper type of people as and
when required. It also takes into account the upgrading in existing
people. Manpower Management starts with manpower planning.
Every manager in an organization is a personnel man, dealing with
people.
7000
Research Question 2: What are the enrolment growth rates of secondary
school students and teacher-students ratio in Kwara State?
Table 2: Summary of secondary school students’ enrolment in Kwara
State from 2005 to 2009
Years M % F % Total Growth Rate
2005 77402 61293 138,695 -
2006 72961 65688 138,649 -3.3
2007 76519 60741 137,260 -1.0
2008 116876 94400 211,276 53.9
2009 101,070 81630 182,700 -13.5
Average growth rate 9.0
Fig 2.
Demand and supply curve of secondary school teachers 2005-2009
In 2005, 10,186 teachers were supplied to the teaching profession,
only 4,699 while 5487 were left. Between 2006 and 2007, 3650 teachers
were also supplied while only 4760 teachers were demanded. As at 2009
23,325 teachers have been supplied and only 6514 teachers were teaching in
all the 325 public secondary schools in Kwara State.
Research Question 4: Is there any significant difference between
teachers demanded and supplied to secondary school in Kwara State.
The aforementioned research question can be analysed through the
use of inferential statistic; t-test.
Ho: There is no significant difference between teachers demand and supply
in Kwara State secondary schools.
Table 6
Correlation analysis of teachers demand and supply in Kwara State
secondary schools
Variable No X SD DF Calculate Critical Decision
r-value r-value
teachers 140 8.32 5.19
demand
138 2.14 1.96 Rejected
teachers
supply 140 9.73 6.15
Table 6 showed that the significant difference between teachers
supplied and demanded for secondary education in Kwara State. The t-test
calculated value is 2.14 which are greater than the critical table value of 1.96
at .05 level of significant.
Hence the research hypothesis is rejected, that means, there is
significant difference between the number of teachers demanded in
secondary schools and the number supplied to schools in Kwara State. It was
noted in table 3 that, although the teacher student ratio is as low as 1.30, yet
there is imbalance in the distribution of teachers to various schools across
the three senatorial districts in Kwara State. It was also noted that the
teacher’s disposition in the state comprises of both qualified and non
qualified teachers.
Research Question 6:
What is the projection of demand and supply of secondary school teachers in
Kwara State for the year 2010?
Table 7: Projection of teachers demand for 2010
Year base year 2009, base year 2009,
Student enrolment = 182,700 stock of teachers = 6,514
Projected enrolment at 9:0% projected number of teacher required
Using 1:30
BY:
ILIASU, TAIYE
MATRIC NO: 00/250E065
Sir/Ma,
Thanks.
Iliasu, Taiye
SECTION A
i. Name of School………………………………………………………
ii. Status: Principal ( ) Vice Principal ( ) Others ( )
iii. Qualification: Ph.d ( ) M.Ed ( ) B.Ed ( ) NCE ( ) Others ( )
iv. Year of Teaching Experience: 25 and above ( ) 24 – 15 ( )
14 – 7 ( ) 6 – 0 ( )
v. Sex: M ( ) F ( )
SECTION B
Strongly Agree = SA 4
Agree = A 3
Disagree = D 2
Strongly Disagree = SD 1
STATEMENTS RESPONSES
S/NO DEMAND FOR TEACHER SA A D SD
1. Request for teachers are usually made to teaching service
commission.
2. HODs always inform principal about teachers’ shortage in
their various departments.
3. Members of community always notify the school about
shortage of teachers.
4. Students are often complaining about lack of teachers’ to
teach specific subjects.
5. More teachers are needed to teach some aspect of school
curriculum.
6. NYSC members are needed to teach in your school.
7. More science teachers are needed in your school.
8. PTA members are not always satisfied with the school’s
staff disposition.
9. Your school seriously requires the service of part-time
teachers.
10. Your request for teachers are always giving prompt and
favourable attention by the teaching service commission.
SUPPLY OF TEACHERS RESPONSE
11. Adequate number of teachers are available to teach in
your school.
12. Non-professional teachers are often posted to teach in
your school.
13. NYSC members are posted to teach in your school.
14. Your school has more than required number of teacher
(over staffing)
15. Part-time teachers are employed to teach in your school.
16. Voluntary teaching service is provided by the
PTA/Community to teach certain subjects in your school.
17. More teachers are not needed or required to implement the
school curriculum.
18. Complaints about teacher’s shortage are not usually
received.
19. Teaching service commission always reviews and update
the staff disposition of your school.
20. There are teachers handling every subjects in your school