Introduction
The
global claim that education is a major sure and potent instrument for the
attainment of sustainable development in all human society today cannot be
over-emphasized. Education is conceived as a powerful agency which is
instrumental in bringing about the desired changes in the social and cultural
life of a nation.
Developing countries
face barrage of extra-ordinary problems among which are abject poverty,
ignorance etc. the solution of course, lies in proper education of the citizenry.
Ogunna cited in Okemakido (2013) explained that education helps cushion high
rate of literacy effect, emancipate the masses from the shackle of ignorance,
equipping them with cognitive skills to induce development and make them aware
politically, economically, socially and enable them produce and develop teaming
human resources, producing caliber of personnel imbued with skills for
productivity.
Weje
in Uwaifo (2009) opined that education unlocks the door of modernization and
sustainable development and that, it is teachers that hold the key to the door.
The whole process of education is shaped and mold by human personality called
the teacher, who plays a pivotal role in any education system. Thus,the teacher
has the responsibility of translating educational policies into practice and
programmes into action. Okafor (1991) writing on the secret of American power
pointed out that America built her greatness in the classroom. He enjoined
developing countries to emulate America. It is clear from the fore going that
the role of the teacher in sustainable development cannot be quantified,
especially in the act of training personnel in various areas of workforce.
However, there is need to be properly educated and trained for professional
efficiency and inculcation of positive attitude that will enable one to go
through the training properly and come out well equipped for the responsibility
ahead. Many nations have solved many of their problems through education and the
secret lies in the effective classroom activities, management and control
(Nwanekezi, 2011).
The
teacher is the pillar of educational development. Country’s level of
development among other things is hinged on the quality of education given to
its citizenry by the teacher. On this premise, teachers’ attitude, willingness,
motivation and above all items or love for the teaching profession is the
major focus of this work. It is important for the educational sector to have
willful and talented teachers who will help to promote educational system which
is almost at the dead point especially in Nigeria. Teachers constitute the most
essential body of personnel within the educational system. They transmit
accumulated knowledge of the present to generation upon generation and thus
interpret this information with reference to the past with the view to modify
the future. This responsibility is the professional role/duty of the teacher in
the formal school setting. Given the enormous responsibilities bestowed on
the teacher by his calling and society, his condition of service remains
pitiable. In fact, parents and indeed the society need to be educated to
understand the realities about teacher and the teaching profession. It had
never occurred to them that this negative and low rating of teachers have a
boomerang effect on the educational system and the society at large. Lassa
(1996), observed that in-spite of the inevitability of teacher’s role in
espousing quality and standard performance of educational system, the sad truth
remains that society almost all over the would have depicted a surprising
hesitance in correlating the values and standard of teachers with the expected
standard of education. In this regard, the maxim that to whom much is given much
is expected is very apt.
Conversely, since
very little is given to teachers in Nigeria, it is erroneous to expect so much
from them. Notwithstanding the fact that teacher’s remuneration is meager, it
is not regular yet teachers like every other worker have their family and other
dependents to cater for. Anikweze Ojo and Maiyanga (2002) observed that no
school leaver in Nigeria wants to be a teacher in view of the fact that teacher
in Nigeria have been terribly and economically pauperized and emasculated. All
these present the teacher as a poor, pitiable and helpless fellow in the
society. Teaching has often been regarded, and generally referred as a profession. Profession, according
to Enyi (2014), has to do with an occupation that has exclusive body of
knowledge which are relevant to the society, and which members possess special
skills and competencies acquired from training.
The
question is not only whether teaching is a profession but also does it enjoy
the prestige of professionalism as is seen in medicine, law, Engineering
Accountancy and other professional field (Nwite, 2012). Ascribing a perfect
professionalism to teaching will help boast the moral of the serving teachers as
well as of the prospective teachers in that there would not be a bias mind to
whether teaching is a profession or not. Lawyers, Engineers, medical
practitioners etc were made by teachers. In-spite of the good work of teachers
in the society,there is still a wide spread misconceptions towards teaching
profession. The public look down on teachers and his profession.
The
word teacher and its related terms to the public signify abject poverty
inferiority and social misfit (Okemakinde 2013). Teaching, according to
Okemakinde (2013) is unskilled job meant for women, the old and the poor.
Teachers on their own believed on this as they regard themselves as less
privileged compared to other profession concluding that their reward is in heaven.
This believe about teachers might contributes to some extent the negative
attitude of students towards teaching profession.
Federal Government of
Nigeria (2014) in the National Policy on Education stated the cardinal
objectives of education which are achievable by the teachers to include:
1. The inculcation of the national
consciousness and National Unity.
2. The inculcation of the right types of
values and attitudes for the survival of the individual and the Nigerian
Society.
3. The training of the mind in the
understanding of the world around the acquisition of appropriate skills,
abilities, competencies both mental and physical as equipment for the individual
to live in and contribute to the development of the society.
In
line with the national educational objectives the policy outlined educational
objectives for the primary, post primary and higher education. Among all these
objectives, the teacher is directly involved to the fulfillment of each goal. Consequently, the
attitude of students towards teaching profession however might be connected to
the government attitude towards teaching profession government lay much
emphasis on other sectors such as health, agriculture commerce and industry,
politics etc. by allocating huge amount of annual allocation to themwith just
little given to education sector. Teachers are not properly paid; salary is
meager compared to other workers. This demoralizes would be teacher resulting
to show negative attitudes towards the profession. Talk of the dilapidated
structures in the school, lack of offices, overcrowded classroom and over
loaded teaching schedule. All these menace does not attract the attention of
government. The situation is such that teachers find it difficult and shameful
to appear before any social gathering and introduce themselves as teachers.
Such a situation has resulted in most students’ negatives attitude towards
teaching profession.
Parent
seeing that teaching profession does not accord any respect followed by poor
salary, do not advice their children to go into it despite that they are the
nation builders. Anikweze, Ojo and Mayanya (2002) assert that teachers should
be the carrier of the culture of the society, the agent for its propagation,
perpetuation and renewal, as well as the architect for its change for the
better. Considering the above, a person who performs this role should be
counted first before others in the society without him the society may remain
in the dark.
In
the 50s and 60s, teaching was an esteemed profession even though some of the
practitioner was not highly educated, receives little or no pays (Eze 2004).
The respect accorded to doctors, lawyers and other prestigious professions were
given to teachers. Teachers were happier then and the dream of most parents at
that time was for their children to become teachers because they were highly
regarded in the society. No wonder, a renowned Nigerian, chief Obafemi Awolowo
explained that the time he grew up, the elite of the society were pastors,
catechists, teachers and clerks who were highly respected, admired and adored
and his father wanted
him to be so
respected, so enjoined him to read well so as to take place in the elite group
(Eze, 2004).
Surprisingly,
a great deal have assumed, speculated and generalized about teachers in Nigeria
and the status of teaching profession. This has attracted people’s attention as
expressed in articles, journals, newspapers, debates in media even in National
and State House of Assemblies. The reason for this outcry is teachers’ welfare
which includes poor condition of service, poor and inadequate salary, and poor
state of Nigerian schools among others. This ugly scenario tends to frustrate
teachers’ interest and effort toward teaching profession and has resulted to
frequent strike actions and demonstration experienced in the educational
sector. This actions are measures teachers use to show their grievances and
dissatisfaction with their employers (Nwite, 2012). Ejiogu (1990) pointed out
that yesterday’s good teachers are not automatically today’s good teachers. Today
teacher are disheartened and humiliated. Teachers are not given their rightfully
place in the country and these affect the desire to take to be a teacher. No
teacher nowadays advice his child to take to teaching as a profession in fact,
some teachers by word or deed discourage interested people from taking up
teaching as a vocation. Worse still, the serving teacher if asked or given an
option on whether to continue in his field or change to another area will
quickly choose to serve in another field simply because he is burnout and is
paid too little. This in other words might discourage students coming into the
profession. The question is since the serving teachers are dissatisfied with
the profession why are larger numbers of students get enrolled in tertiary
institutions where teachers are trained. To answer this question, there is need
for empirical inquiry into attitude of students towards teaching profession as
perceived by students of Faculty of Education, Ebonyi State University,
Abakaliki.
Three research
questions were formulated for the study thus.
1. How do students
feel about teaching profession?
2. How does parental
influence affect attitude of students towards teaching profession?
3. How does poor
salary affect students’ attitudes towards teaching profession?
Theoretical
Frameworks
Literature
has shown that high school students have preferences for some professions while
shunning some. Krumbolts’ (1983) Social theory argues that there are factors
such as innate genetics, special abilities and environmental conditions that
influence an individual’s attitudes towards career. Also Gottfredson’s
(1981)developmental theory of occupational submits that individuals
progressively eliminate what they perceive as unacceptable alternatives to create
social space or a zone of unacceptable alternatives. The theory argues that
individuals hold images of occupations often referred to as occupational
stereotypes (Gottfredson 2003).
A number
of researchers have examined the reasons students select or do not select
teaching as a profession (Breglio, 2006; McKinsey & Company, 2010,
Richardson & Watt, 2006). In the following section, perceptions identified
that motivate students towards or sway them away from teaching are reviewed.
Although efforts to identify who chooses teaching and why have been extensive,
theoretical perspectives to further understand these notions have not always
been considered. Initially, the literature reviewed in this chapter will highlight
the perceptions students have of the teaching profession. Then three theories
that will guide the action research project will be examined and illustrated
with respect to their relevance to career choice and the study.
Methods
In
2011/2012 session a descriptive survey was carried out among 3rdyear
(300 Level) to 4thyear (400 Level) with a total
population of 465 students. Using random sampling 300 respondents were selected
as sample for the study. A self structured questionnaire titled attitude of
students towards teaching profession (ASTOP) contained 15 items to be scored on
the four point rating scale as Strongly Agree (SA) = 4, Agree (D) = 3, Strongly
Disagree (SD) = 2, and Disagree (D) = 1 were used to collect data. Three
experts in measurement and Evaluation and Educational Administration from
Ebonyi state university were used for validating the instrument.
Three
hundred (300) students of Enugu State University, Enugu State were used for
test of reliability using Pearson product moment correlating co-efficient. The
data yielded a correlation coefficient of 0.98 indicating that the instrument
was reliable for use. The researcher administered the 300 copies of the
questionnaire on the respondent with the help of the course leader of each
level. The respondents were requested to complete the questionnaire and return
same to the researcher on the spot. This method ensured a 100% return rate of
the questionnaire and the elimination of unnecessary influence. Data were analyzed
using mean (xw) scores. A criterion
mean of 2.50 was set for the study. In this case a mean score of 2.50 agree and
a mean score below 2.50 was regarded as disagree.
Results
Table 1:
Mean rating
of students attitude towards teaching profession
Table 1: shows that
each items 1, 4 and 5 on students attitude towards teaching profession obtained
a mean score of 3.0, 2.8 and 3.5 above 2.50, item 2 and 3 however, obtained
mean score below 2.50 The above results shows that respondent rated items 1, 4
and 5 as agree while items
2 and 3 were rated disagree. This implies that most students do not like taking
teaching as a profession because of its difficult nature, poor condition of
service and poor salary as a result should be reserved for women.
Table 2:
Mean rating of
respondents on parent influence towards teaching profession
Table 2 shows that each
of the items 6 to 10 on parent influence toward teaching profession obtained
a mean scores of 3.1, 3.4, 2.8, 3.10 2.8 above criterion of 2.50. The result implies
that the respondents rated all the items agree which shows that parents
considers some factors before choosing or allowing their children to choose a
career for themselves thus parents have a role to play in order to re-address
the attitude of students towards teaching profession.
Table 3:
Mean rating
of respond remuneration and teaching profession
Table 3 shows that
each of the items 11 to 15 on remuneration and teaching profession obtained a
mean scores of 3.1, 3.4, 2.8, 3.1, and 2.8 respectively above 2.50 showing
agree. This results implies that students negative attitude towards teaching
profession is as result of poor salary, salary and incentive receivable not
equivalent to the tedious nature of job and lack of time to enjoy themselves
like others in other profession.
Discussion
The
study ascertained attitude of students toward teaching profession. Results of
the study showed that thirteen (13) out of the fifteen (15) obtained a mean
score above the criterion of 2.50 (see Table 1, 2 & 3). These results could
imply that attitude of students towards teaching profession was negative. This
was evident from the respective scores obtained which is above 2.50. These was
as a result of the tedious nature of the teaching profession, poor remuneration
of teachers, parents negative attitudes, poor condition of service, and poor
educational materials among others. This has contributed to the low standard
and control in the educational system. The findings were in line with those of
Smitters and Robbison (2003) who reported that teaching is a difficult task
when compared to other profession. Although salary is often mentioned as a
possible inducement for teachers to stay into teaching profession salary is
rarely given as the primary reason for leaving. Supporting this Kane and Mallon
(2006) also reported that all the beginning teachers interviewed mentioned that
the amount of paper work and administration they had encountered was the major
down side to the job and returning teachers and head of departments both mentioned
workload as aspect of the job they do not like. Hall and Langton (2006) in
agreement with the results explained that parents have a great influence in
their children choice of teaching as a profession. They observed that parents
prefer to sponsor their children education in a more renowned field like
medicine, law, engineering not education courses. Parents tend to see to their
children’s career choice as a decision into which they have some input. Eze
(2004) supported the findings when he remarked that while the Doctor,
physician, lawyers created an image of gentlemen and the best in the society,
the name teacher elicited a feeling of insignificance and disrespect even
vulgarity. The result is also in consonance with the Opinion, of Spear, Gould
and Lee (2002) when they explained that poor salary was a primary reason for
those intending to leave the profession and increase in salary was a way of
improving teachers’ morale. Additionally, Maheed (2004) stated that salary has
been cited as a dissatisfied and an increase in salary as a starting point for
increase in status. The foregoing tends to paint the picture that teaching is
regarded by society as a lonely occupation whose practitioners desires only
poor remuneration and little respect in the society. Furthermore, the finding
reveals that teachers salary should be improved, most importantly paid
regularly. Teaching should be professionalized and enjoy professional prestige.
Moreover teachers should have passion for their profession while parents should
encourage their children/ward to study education courses as a way of improving,
attracting, recruiting and retraining teacher into teaching profession.
Data Collected Through Focus Group
Discussion
Focus
group interviews involve carefully screened individuals gathered together to
respond to questions about a product or service or anything which is under
investigation (Ciliberti and Associates 2005). The data collected from the focus
group interview were analyzed under the following themes:
Career Aspirations
Most
of the high school students indicated that they want to go into film and media
production, chartered accountancy, mining engineering, analytical chemistry, medicine,
mining survey, social work, aircraft piloting, financial management. None of
the students mentioned teaching high school students’ as their career.
The responses from
students were “No”.
When
asked why they don’t consider teaching as their career, their responses were: “I
can’t take all the responsibilities they have in their working environment”;
“teachers nowadays are not being paid what they are worth and they suffer
humiliation and abuse from students but yet they earn peanuts, which is not
fair”; “It is such a difficult job and I just cannot do it”. One interesting response
was that some of the teachers are in teaching because they had problems with
their first choices of study due to financial constraints.
Attitudes towards the
Teaching Profession
When
the students were asked to mention factors that contribute to their attitudes
towards the teaching profession, they indicated the following: uncomfortable
work place, the behavior of students/learners, like learners not respecting the
teachers (teachers are being insulted and some are being beaten, so generally
violence at schools), the salary package (low wages) that doesn’t correlate with
the workload, they are being paid ‘’peanuts” and have no subsidy. One of the
students indicated that the working conditions were poor in the teaching
profession. Lack of resources was
also mentioned as one of the factors making teaching a difficult profession.
These perceptions were also shared byDolton and Chung (2004), Hanushek and
Rivkin(2007) and Armstrong (2009), who all noted poorworking conditions, lack
of resources such asadequate facilities, textbooks, teaching materials and
relatively low wages as some of the factors worth noting as influencing the
attitudes ofhigh school students towards the teaching profession.
Government Efforts
towards Making Teaching an Enviable Career
Some
of the students indicated that the government was doing enough to promote
teaching as nowadays there are bursaries for students who want to pursue a career
in teaching. Others indicated that the government should increase the salaries of
teachers and promote the good behaviour of learners so that the school premises
may be a good working environment safe for the teachers.
Duration of Training
Some
of the students indicated that four years is too long to study to be a teacher,
especially when, after completion, the package is poor, that is ‘’the salary is
too low for that kind of duration”. The results here also support Braslavsky (2003)’s
findings which indicate that the reason why people are reluctant to enter the
teaching profession could be that the relationship of the number of years of
study and the actual salary of a teacher is not attractive compared to
other professional options.
DISCUSSION
Findings Based on the
Questionnaires Completed by the High School Students(Quantitative Data)
Factors
that were highlighted in the literature review as being the ones that are
influential on the attitudes of high school towards the teaching profession also
indicated as having effect. The most significant factors or variables that high
school students perceive teaching as a noble profession and that the status of
teaching is no longer high. These are major findings from empirical data. High
school students also indicated that the salary of teachers is relatively low,
thus teachers are being paid “peanuts”.
Other
factors worth noting are that high school students felt that teachers are not respected
by students, teaching is stressful, the work overload, added responsibilities in
teaching, violence at schools and most notably the fact that teachers are not
encouraging students to take up teaching as a career. The high school students
also stated that they do not like the teaching profession as they do not like
the work the teachers do. Another aspect noted by the high school students was
that they are not necessarily influenced by their friends when choosing a
career as suggested in the literature review, but the students themselves and
their parents do have some influence in their career decision making. It is
also important to note that beside all the above mentioned findings, the
high school students indicated though that teaching is not” boring” but
stressful”. Furthermore, the findings suggest that students feel that there
are enough holiday’s opportunities and opportunities for promotion in the
teaching profession.
Findings Based on
Interviews with the Focus Group (Qualitative Data)
None
of the high school students indicated that he/she is going to study to become
teachers or to say the least, ever considered teaching as a career. In most
cases their decisions with regard to choosing a career was found to be influenced
by family members, that is parents,siblings and in some other cases their
teachers who are either not talking highly of teaching or are discouraging
students from taking teaching as a career. With regard to factors that are contributing
to their attitudes towards the teaching profession, the low or unattractive
salary issue again came to the fore. This is the factor that students often refer
teaching as just banal. Uncomforting work place environments, lack of students’
respect towards teachers, the work overload issue, violence at schools, and an
added responsibility some of the factors bemoaned by students and are worth
noting if the high school students’ attitudes towards the teaching profession
are to be addressed efficiently. It is also interesting to note that the
government was and still seen as promoting teaching as a profession though the
findings show that it is not enough.
Another
aspect worth noting is that of teacher training duration which is said to be too
long when compared to what the graduates earn after completion of the study.
Conclusion and Recommendation
It
is evident that students have negative attitude towards teaching profession. A
lot of factors have contributed to the negative attitude of students towards
teaching profession among them are the meager nature of salary, irregular
payment of salaries and fringe benefit, lack of promotion, excess work load,
poor environment, parent negative influence and poor financing of education
etc. To improve teaching profession and the education sector is to remedy this
ugly situation recorded in the school system. Teachers are the pillars of
educational development. The maxim that no educational system can rise above
the quality of its teachers and that no nation can rise above the level of its
teaching staff shows the essential role of the teacher is national development.
Based on these, it
was recommended that:
1. Government should ensure that teachers’
salaries are placed high considering their role in nation building
2. Their condition of service should be
improved being away that attractive salaries and fridge benefits will
attractive and retain the best qualified and most efficient teacher
3. Teachers Registration Council (TRC) and
other educational organization bodies such NUT, NTI, NCCE etc. should help
project teachers’ image and fight for their course by paying attention to
development of their profession through capacity building programmes.
4. Parent should be educated on the need
to encourage their children to study education courses and to avoid depriving
the child his right for choice of course
5. Admission into teachers training
institutions should be on merits and on first choice option
6. Government should organize capacity
building programmes for serving teachers to improve on their skills attitudes
and abilities for better performances of their roles.
7. The proliferation of teaching
association should be discouraged. Teachers should maintain one umbrella that
could pilot their affairs.
References: