THE ATTITUDE OF SECONDARY SCHOOL TEACHERS TOWARDS TEACHING IN THE RURAL AREAS IN UHUNMWODE LOCAL GOVERNMENT AREA OF EDO STATE
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THE ATTITUDE OF
SECONDARY SCHOOL TEACHERS TOWARDS TEACHING IN THE RURAL AREAS IN UHUNMWODE
LOCAL GOVERNMENT AREA OF EDO STATE
ABSTRACT
These studies investigate the attitude of secondary school teachers towards
teaching in rural areas in Uhunmwode Local government Area of Edo State. The
study was carried out on a sample of ten junior and secondary schools in
Uhunmwode local government area of Edo State. All the teachers totaling fifty
(50) in the sample schools were used. With the use of questionnaires critical
attention was paid to the following research questions, which were used.
The relationship between the environment and teachers attitude towards rural
posting, academic qualification, teaching experience, marital status and sex of
teachers were also tested.
The data collected were analysed and presented in tables using simple study
were as follows: environment influences the attitude of teachers towards rural
posting. Experienced teachers show more positive attitude towards rural posting
than non-experienced teachers. Non-qualified teachers show more positive
attitude to rural posting than the qualified teachers. Married teachers show
positive attitude towards rural posting than single (unmarried) teachers. Male teachers
have more positive attitude towards rural posting than female teachers.
On the basis of the findings, conclusions were drawn from which some measures
were recommended for the government. It is my advert hope that the
recommendations will be implemented by the government.
TABLE OF CONTENT
Chapter One
Introduction
Background to the study
Statement of problem
Research question
Purpose of the study
Scope of the study
Limitations of the study
Significance of the study
Definition of terms used in the study
Chapter Two
Review of related literature
Chapter Three
Research methodology
Population of the study
Sample of the study
Research techniques
Validity of the instrument
Techniques for data collection
Data analysis
Chapter Four
Analysis and discussion of data
Research question one
Research question two
Research question three
Research question four
Research question five
Chapter Five
Summary, Conclusion and Recommendations
Summary
Conclusion
Recommendations
References
Questionnaire
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE
STUDY
According to John Dewey, education helps in the formation of fundamental
attitudes of imagination, desire and thinking which is strictly correlative
with culture in its inclusive sense. Rusk sees education as help in the
development of each unit in the society to maximize his potentials, abilities
and also to enable one contribute meaningfully to the growth of that community
and share its accomplishment. Education is therefore the key to modernization
and development. The introduction of Christianity was followed by western type
of education and its was a common strategy that as soon as a situation was
established one of the first facilities to be provided was a school to which
they tried to recruit young ones who would be more easily attracted. The school
was to train manpower who would successfully serve as catechist, interpreters,
clerks, court messengers etc. to enhance their evangelical activities. The
first missionary school was established in Badagry, a rural area in Lagos State
in 1942 by Thomas Birch Freeman of the western Methodist missionary society.
Since the missionaries were in control over these schools before the government
involvement, schools in the rural areas were adequately staffed and the
teachers were doing their jobs effectively. Those rural are villages or
communities characterized by the smallest of their population, poor housing or
accommodation, the existence of untrained roads and low level of commercial
activities. The occupation of the people is agriculture and they are
handicapped by poor health care delivery, non-availability of portable water
and electricity, inadequate transportation and communication system. With the
above characteristics playing the rural areas, teachers posted to such areas
started to protest their posting in favour of urban centres that are
characterized with basic amenities not found in rural areas. Some teachers
started to give flimsy excuses such as family separations, road hazard to
remain in the urban schools. Some influenced the posting to urban centres
through lobbying. These led to mass rural-urban drift, thereby creating vacuum
in the numbers of teachers left to teach the less privilege students in the
rural schools. The state government now took it upon themselves to post or
transfer teachers from urban areas to rural areas and from rural areas to urban
areas. This measure did not work out because most of the concerned teachers
always find their ways to remain in urban entre4s where all their basic and
social needs are met. Those who are lucky to be in the urban centres developed
the sit tight syndrome.
The question now is ‘do we allow the rural schools to be phased out because of
the negative attitude teachers are having towards them’? or will the government
create a conducive and enabling environment in the rural areas to attract
teachers to their school? It is therefore pertinent to identify the attitude of
teachers towards teaching in the rural areas particularly in Uhunmwode local
government area of Edo State.
STATEMENT OF PROBLEM
Education as a veritable instrument of change unlocks the potentials in the
citizens to contribute meaningfully to the growth and development of the
community. It is a common saying that no educational system can rise above the
quality of its teachers. The child though seen as a focal point or centre of
the educational process, the teacher is the facilitators that translate educational
policies with practice and programmes into action and consequently could best
be described as the pivot of the educative process. The teachers are a crucial
component of any education system because he is the main determinant of the
quality of the system (Okoye, 2003).
Alot of variables have contributed to the change and modification in attitudes
of secondary school. Since there are inadequate or lack of basic amenities in
the rural areas, teachers find it difficult to go there to teach and those who
are there by compulsory or without alternative posting do so with mixed
feelings, and as a result the quality of rural children education is adversely
affected. It is established that poor teaching produces poorly educated
children. The spatter distribution of amenities and infrastructure in those
rural areas develop negative attitude towards teaching while schools in the
urban areas are overstaffed. The rural inhabitants including the students would
want to know why teachers are having negative attitude to rural service.
Therefore, the researcher intends to investigate circumstances surrounding the
trend whereby teachers are always sick of rural assignment. The researcher
intends to provide answers to the following questions.
1.
Does the environment have any influence on the attitude of teachers towards
rural posting?
2.
Does the teachers’ academic qualification have any effect on his/her attitude
to rural posting?
3.
Does the years of experience of teachers have any influence on the attitude of
teachers to rural posting?
4.
Does the marital status of a teacher affect his/her attitude or rural posting?
5.
Does the sex of a teacher affect his/her attitude to rural posting?
PURPOSE OF THE STUDY
The purpose of t his study is to examine the attitude of secondary schools
teachers towards teaching in the rural schools. Since the teachers posted to
the rural areas developed some mixed feelings, there is the danger of non-seriousness
in the execution of their jobs or duties. According to the National Policy on
Education (N. PE, 1989) it stated that the Nigeria philosophy of education is
based on the integration of the individual into a sound and effective citizens
and equal educational opportunities for all citizens of the nation at the
primary, secondary and tertiary levels both inside and outside the formal
school system. But the refusal of teachers to accept rural posting is now
creating disparity between the rural and urban types of education thereby
encouraging inequality in education. it becomes desirable to earn the
possibility of maintaining some kind of balance between those areas most
especially as it concerns education, the study will help to find solutions to the
negative attitude of secondary school teachers towards rural posting.
RESEARCH QUESTIONS
This study is designed to guide the researcher in the following:
1.
Is there a relationship between the environment and the teachers attitude
towards rural posting?
2.
Is there a relationship between teaching experience of teachers and their
attitude towards rural posting?
3.
Is there a relationship between academic qualification of teachers and their
attitude towards rural posting?
4.
Is there a relationship between marital status of teachers and their attitude
towards rural posting?
5.
Is there a relationship between the sexes of teacher’s and their attitude
towards rural posting?
SIGNIFICANCE OF THE
STUDY
The study is important because there is need for students in the rural to have
equal educational opportunities like their mate in the urban areas. It is also
relevant and significant in Nigeria towards industrial and technological advancement.
It is important to the ministry of education in identifying the causes of the
negative attitude of teachers to teach in the rural area and to proffer
appropriate solutions to the ugly trend. The study is relevant to the
potentials teachers in identifying the types of rural environment they are
going to work when employed. Many researchers and benefit from this study.
SCOPE OF THE STUDY
The study is limited to public junior and secondary schools in Uhunmwode local
government area of Edo State and all the teachers teaching in the selected
schools whether professional or auxiliary teachers. The study will also include
teachers teaching in the urban areas in order to get their personal opinions
towards rural posting.
DEFINITIONS OF TERMS
ATTITUDE:
this refers to the opinions and feelings that a person has towards something.
Here, the feelings teachers have about rural posting are their attitude.
PROFESSIONAL TEACHERS:
These are teachers that have the necessary teaching qualifications and are
certified to impact knowledge to learners. They include holders of national
certificate of education (NCE), Bachelor in education (Bed), Masters in
education (Med) postgraduate diploma in education or technical education (PGDE
or PDGTE).
AUXILIARY TEACHERS; these
are teachers who do not have the necessary teaching quahfication but find their
way into the classwon to impact knowledge to learners.
PUBLIC SCHOOL:
These are schools that are managed and funded by the government (state and
federal).
RURAL AREAS:
These are villages or communities characterized by the smallness of their
population poor accommodation or housing, existence of un-tarred roads, low
level of commercial activities, handicapped by poor health care delivery,
non-availability of portable water and electricity, inadequate transportation
and communication system.
URBAN AREAS:
those are towns or cities that have the opposite characteristics of the rural
areas.
ASSUMPTION OF THE
STUDY: The study assumes that teachers
generally have a negative attitude towards rural posting because of lack of
social amenities in the rural areas. It also assumes that children in their
rural schools are behind the children in the urban schools academically because
of lack of teachers in the rural schools.
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