CHAPTER ONE

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.

DEFINITION AND IMPORTANCE OF MANPOWER

PLANNING:

Planning is nothing but using the available assets for the

effective implementation of the production plans. After the preparing

the plans, people are grouped together to achieve organizational

objectives.

Planning is concerned with coordinating, motivating and

controlling of the various activities within the organization. Time

required for acquiring the material, capital and machinery should be

taken into account. Manager has to reasonably predict future events

and plan out the production. The basic purpose of the management is

to increase the production, so that he profit margin can be increased.

Manager has to guess the future business and to take timely and

correct decisions in respect of company objectives, policies and cost

performances. The plans need to be supported by all the members of

the organization. Planning is making a decision in advance what is to

be done. It is the willpower of course of action to achieve the desired

results. It is a kind of future picture where events are sketched. It can

be defined as a mental process requiring the use of intellectual faculty,

imagination, foresight and sound judgment.

It involves problem solving and decision making. Management

has to prepare for short term strategy and measure the achievements,

while the long term plans are prepared to develop the better and new

products, services, expansion to keep the interest of the owners.

ADVANTAGES OF MANPOWER PLANNING

Manpower planning ensures optimum use of available human

resources.

1. It is useful both for organization and nation.

2. It generates facilities to educate people in the organization.

3. It brings about fast economic developments.

4. It boosts the geographical mobility of labour.

5. It provides smooth working even after expansion of the

organization.

6. It opens possibility for workers for future promotions, thus

providing incentive.

7. It creates healthy atmosphere of encouragement and motivation

in the organization.

8. Training becomes effective.

9. It provides help for career development of the employees.

STEPS IN MANPOWER PLANNING

1. Predict manpower plans

2. Design job description and the job requirements

3. Find adequate sources of recruitment

4. Give boost to youngsters by appointment to higher posts

5. Best motivation for internal promotion

6. Look after the expected losses due to retirement, transfer and

other issues

7. See for replacement due to accident, death, dismissals and

promotion

FACTORS WHICH AFFECT THE EFFICIENCY OF LABOUR

1. Inheritance: Persons from good collection are bound to work

professionally. The quality and rate of physical as well as

mental development, which is dissimilar in case of different

individuals is the result of genetic differences.

2. Climate: Climatic location has a define effect on the efficiency

of the workers.

3. Health of worker: Worker’s physical condition plays a very

important part in performing the work. Good health means the

sound mind, in the sound body.

4. General and Technical Education: Education provides a

definite impact in the working ability and efficiency of the

worker.

5. Personal Qualities: Persons with dissimilar personal qualities

bound to have definite differences in their behaviour and

methods of working. The personal qualities influence the

quality of work.

6. Wages: Proper wages guarantees certain reasons in standard of

living, such as cheerfulness, discipline etc. and keep worker

satisfy. This provides incentive to work.

7. Hours of Work: Long and tiring hours of work exercise have

bad effect on the competence of the workers.

2.3 DEMANDS FOR SECONDARY SCHOOL TEACHERS

UNICEF (2005) reported that about 7.3 million Nigerian

children are out of school. The report indicated that disproportionate

percentages of the children are girls who constitute about 60% due

largely to traditional practices and prejudices ranged against girl child

education in a “patriarchal milieu”

Dike (2002) noted that, the Federal Government reported that

the falling standard of education in Nigeria is caused by “acute

shortage of qualified teachers in the primary school level.” It is

reported, according to the same author, that about 23 percent of the

over 400,000 teachers employed in the nation’s primary school do not

possess the Teachers’ Grade Two Certificate, even when the Nigeria

Certificate of Education (NCE) is the minimum educational

requirement one should possess to teach in the nation’s primary

schools. UNICEF report on “state of the world’s children” (1999)

states that about four million Nigerian children have no access to

basic education. Akhaine in Dike (2002) has also noted that the

majority of children who are ‘lucky’ to enter schools are given sub-

standard education by ‘half-baked’ teachers employed to teach at the

primary and secondary schools in Nigeria.

Available statistics shows that many teachers are needed for

the nation’s basic schools if any meaning would be made of the UBE

programme. The teacher factor, thus, becomes a very critical one, it is

on record that many educational programmes and projects have failed

mainly because they did not take the “teacher factor” into account.

Although the Government says it is committed to ensuring the success

of UBE and the teachers will therefore always be an integral part of

the process of its conceptualization, planning and execution, it is

generally known that many schools do not have the required number

of qualified teachers. Moreover, such factors like poverty, distance

from school location, lack of infrastructural development, child abuse,

funding and insufficient number of schools have created obvious

obstacles in denying children access to education.

2.4 SUPPLY OF TEACHERS FOR SECONDARY EDUCATION

Having established the fact that teachers are demanded for

secondary education in Nigeria, the next question one would like to

ask, is, what type of teachers should be supplied for the system. In

order to have well-trained, responsible citizens who shall be able to

face the modern socio-economic and technological challenges of life,

one should have in place good quality trained teachers, especially as it

is often acknowledged that “no educational system can rise above the

level of its teachers”.

The need to raise the present level of general education of

teachers and the level of their initial professional preparation,

broadened and intensified in the 21st century, becomes relevant and of

utmost importance, because it is now a common knowledge among

academics, parents, government and the general public, that the

quality and standard of education in Nigeria, has fallen. This is mainly

evident from the products of Nigerian Universities.

In 2001, the World Bank and the Nigerian Institute for Social

and Economic Research (NISER) Ibadan, produced a grim report on

the Nigerian graduate which has confirmed the fears of educators,

parents, employers of labour and the general public about the

degeneration of the country’s education. The report revealed that the

average graduate who leaves a University of Polytechnic with a

degree or certificate is not worth the qualification, which he is

supposed to have. The report concluded by saying that the average

Nigerian graduate lacks technical skills, has a poor command of

English Language, the principal mode of communication in the

country and that the Nigerian graduate is largely unemployable. In

other words, such half-baked products, notes the report, are unfit for

the labour market and, by extension, the society at large.

Omo-Ojugo (2005) has also noted the general concern in

developing countries, like Nigeria, that students at all levels lack the

basic reading skills in order to properly function in a world where

information is rapidly increasing and knowledge becoming much

more complex. For instance, while much attention is given to the

teaching of reading in literate countries such as the United States of

America, Canada and Britain, etc, little, or no importance is attached

to the teaching of Reading in Nigeria.

It is no wonder then that Nigerian students do not generally

perform well in most public examinations. Almost every year, Chief

Examiners Reports for the West African Examinations Council

(WAEC) and the National Examinations Council (NECO) highlight

the abysmal poor performance of students at the Senior Secondary

School Certificate Examinations. Added to this poor performance at

these public examinations, is the widespread vice of examination

malpractice – which is indicative of poor and inadequate preparation

of examination. When students have not read widely and thoroughly

and have not been well-prepared for examination, the tendency would

be to turn to short-cuts and sharp practices in order to pass

examinations, Omo-Ojugo (2005). A major fall out of this

phenomenon is that many students who find their ways to Nigerian

Universities, Polytechnics, Colleges of Education, etc are unable to

function academically and properly in such tertiary institutions.

If the consequence of the above scenario is to be reversed, in

order to meet the challenges of the 21st century, Nigeria must

therefore, begin by giving greater attention to our pre-school, primary,

secondary and vocational schools. These areas constitute the building

blocks of any society’s educational foundation. We need to supply

both enough quantity and quality teachers for basic school education

in Nigeria. Once the desired foundation has been laid by a well-

trained quality teacher, the Nigerian child will certain aspire to other

levels equipped with a capacity to meet and deal with ‘life challenges.

In the 21st century, education is sure to be the key to new

global knowledge and technology – driven – economy. It is only

education that can provide us with the opportunity to overcome many

of the obstacles, which impede our social and economic

transformation.

Attention should, therefore, be focused on the supply of quality

teachers for primary/secondary school education who will be able to

teach and equip our children with the opportunities they need to

optimize their potentials and contribute to the growth and

development of the society and humanity.

2.5 TEACHER SUPPLY

The term supply was defined by Andrew as the quantity of that

commodity the supplier wish to bring to the market for sale at a given

time and at a particular price. In his own view, Oyebode (2000)

described supply as the amount of goods and services that is made

available in the market at a given price. He differentiated supply from

the stock of commodity or total production of the producer. Supply,

according to him is just part of the total tock that are taken to the

market. The same concept is defined by Falodun (1997) as the total

amount of goods that can be bought at a given price and at a particular

time. Abedi (1997) described supply as the quantity of a commodity

which a seller offers for sale (wishes to sell) at a given price in a

period of time and in a particular place.

From the above authors, it could be noted that the concept of

supply refers to those commodities, which the producers are willing,

ready and able to offer for sale at a given period of time. It is also

important to note that the amount of a commodity which a seller

offers for sale varies from one period to another and it is determined

by many factors such as change in price of the commodity, an

improved technology, whether change in cost of production and

government policy.

Teachers as embodiment of labour force supply their services

for the production of economic goods and services (teaching) in the

labour market. Falodun (1997) saw labour market as an arrangement

whereby the producers and the potential workers are brought into

close contact with one another for the purpose of hiring and offering

labour services for productive purposes. In economics, the interaction

of demand and supply in the labour market do influence the wage or

salary level. When this is related to education, the labour market for

teachers is the educational system or school system. According to

Ukeje (1994), teachers are crucial to the education system in the

country because Nigeria schools cannot be better than teachers. With

the assertion of this scholar, it could be noted that even in the current

electronic age, teachers still constitute a vital factor in the educational

system because it is upon their supply, quality and efficiency that the

school effectiveness depends.

Afolabi (2005) described supply of teachers as the quantity of

qualified teachers that are desired to take up teaching job at a

particular time and given wage rate. According to him, the higher the

wage rate, the employer of labour is willing to offer, the more will be

the people that are willing to take up teaching appointment and the

higher is the retention rate of teachers. Okunloye (2000) referred to

the manpower forecasting and the projection of manpower supply and

action to bring them into balance at a desirable level.

Ijaiya (1998) while examining the supply of teacher in Kwara

State owned secondary schools noted that the current economic

problem in the country has worsened the problem of teacher supply.

Ajayi (2001) carried out a survey of supply of teacher for UBE schme

in Oyo State. He noted that the problem of teacher supply was not

concerned with mere number but essentially with quantity of teachers

necessary for effective utilization of the teachers. The study conducted

by Andrew (2000) on public schools teacher supply and demand

revealed that about one in twenty teachers leave the system each year

and this finding broadens policy matter options of teacher supply.

Fadipe (2004) revealed that the percentage increase in yearly

enrolment of student is greater than the percentage increase in teacher

supply in the educational sector. Judging from this study therefore,

one can conclude that the supply of teacher in relation to students’

enrolment in our school is highly in elastic.

Demand for teachers on the other hand refers to the amount of

teachers that are willing, ready and able to take up the teaching

appointment.

Apply the law of demand, the higher the wage rate that teachers

are willing to take in exchange for their service the lower or small will

be the demand for labour or teachers, by the government. This opinion

was also shared by Abedi (1997), Oyebode (2000), Andrew (2000)

and Falodun (1997). Demand for teacher as is the case with other

factors of production is a derived demand. It is termed derived

demand because teacher like other factor is not demanded for its own

sake but for what it produce i.e. students. Demand for teachers in all

educational system and in secondary school in particular is always

higher than the supply for them. Many teachers are needed in

secondary schools to teach core subjects like Mathematics, English

Language, Introductory Technology and Science Subjects. The

supplies of teachers in this area are highly limited. This creates a

shortage of teachers in our public secondary schools.

Supply of Teachers in Kwara State

The edict establishing the Kwara State teaching service

commission on the 10th May, 1976 described its functions as being to

appoint, reabsorb, supply confirm appointment, promote, transfer,

dismiss teaching and non-teaching staff in the state teaching services

of the secondary school level. The commission is also saddled with

the responsibility of maintaining competitive and up to date records of

service of its staff. All other matters connected with the management

and administrations of schools were the responsibility of the Kwara

State Ministry of Education, Science and Technology, Ilorin.

Most schools in the state are alleged to be poorly staffed. Some

complain of slow process of recruitment and selection of teacher

whose subjects are not needed are often posted and applied to schools.

If we must appreciate the fact that a good educational system is

important to the development of the country, it is imperative to

equally realize the fact that the standard of education in secondary

schools can not be effective, if teachers are not properly and

adequately supplied and utilized in our schools. On the premises of

well equipped and highly trained teachers supplied, we can assume

that optimal utilization of teachers is significantly related to

educational productivity.

Teacher Shortage

According to the advanced learner’s dictionary of current

English, the term shortage refers to the condition of not having

enough of something. In economics, shortage implies the situation of

excess demand over supply. When this is related to manpower in

school system, shortage may referred to a situation when the teachers

supplied (made available) fails to meet up with the number required or

demanded. Shortage, according to Andrew (1998) means that

manpower of a particular sort and for stated kind of teaching fail to

reach some specific number.

According to Oyedeji (1989), the 6-3-3-4 system of education

in Nigeria is laudable and appropriate but is implementation can make

or mar the programme. According to him, the problem of effective

implementation may be due to shortage of supply of adequate teachers

in relation to demand for them. Adeyinka (1992) noted that the major

problem facing teaching in secondary schools in Nigeria is not of non-

availability of teachers but their shortage and inability to make them

remain on the job. From the assertion of the two authors, it could be

seen that the teaching and learning process becomes highly in

effective as the efforts of a limited teaching staff cannot ensure full

attainment of the objectives of educational development in Nigeria.

This is because the prosperity of teaching industry depends upon the

efforts of adequacy of teaching staff employing in it.

Arosanyin (2007) while quoting Adepoju (1999) stated that

most countries have been plagued by teacher shortages and this

condition has generally reflected on both overall shortage of well-

qualified manpower and competitive disadvantage of education. It

should be noted that most of the shortage of well-qualified teachers

are noted in the sciences, mathematics and various field where overall

manpower shortage have also been the greatest. Basorun (2002) while

commenting on the state of education in Lagos State lamented that

enrolment in the state primary schools has been falling steadily from

over one million pupils in 1980/82 session to just five hundred and

ninety four thousand in 2000/2001 session. The author added that the

state government itself had admitted that some of the reasons for the

fall are due to inadequate classroom, lack of teaching aids and of

course insufficient teachers.

From the assertion of authors, the school as an establishment

where adequate planning and development of teachers are essential

ingredients for the survival of our school system. The purpose of

planning and development of teachers is to ensure that a specific

number of teachers with require skills needed for the job are made

available and supplied at the appropriate time. Ogunsaju (2000)

however, opined that to minimize wastage in our schools, teachers

like other employees need to be hired and trained with the purpose of

serving the organization. To this end, the requirement for teachers in

our school system must be identified in terms of quantity and quality

of teachers to be employed and proper monitoring system for their

development must put in place to ensure school effectiveness.

2.6 TEACHERS FOR SECONDARY EDUCATION IN THE 21ST

CENTURY

Virtually all countries of the world are bracing up for the

challenges of modern life. Nigerian should not be an exception.

Highly effective schools and improve student/pupil outcomes should

be key objective of Government. This is because education of the

highest quality is the foundation for the future of the country.

Education is it that empowers any nation to rise to the challenges of

social, cultural, economic and technological change. If improving

pupils’ outcomes is the desired focus, then efforts should be geared at

improving also the quality of teachers so that they can be much more

effective in their work.

Education of the highest quality requires teachers of the highest

quality. Research has shown that a highly skilled and professional

teaching force does, and will continue, to make a difference. Teachers

have the vital role to impart knowledge and skills to young children.

There is, thus, the need for the Government to review and

overhaul the curriculum for Teacher education at the primary,

secondary and other levels of education in order to meet the

expectations of 21st century Nigerians. There is the urgent need to lift

the skills of practicing teachers in literacy, numeracy, mathematics,

science, information technology and vocational education in schools.

Nigeria, is at the present, in a complex and professionally

demanding environment for teachers’ work. This is mainly because of

the revolution in information and communication technologies for

which the majority of Nigerian teachers have not been adequately

prepared.

Attained of the Universal Basic Education (UBE) goals require

a high quality teaching workforce. Research supports the common

sense in view that high quality teachers are the foundation of highly

effective schools. Confirming this view, in its report What Matters

Most: Teaching For America’s Future, the US National Commission

on Teaching and America’s Future states clearly that “In terms of

student achievement, the teacher is a more significant factor than any

other kind of school resource,” (1996). It has also been discovered

that “teacher quality variables appear to be more strongly related to

student achievement” Darling – Hammond (1999).

Professor Peter Hill who led an Australian Research Project (A

Study of School and Teacher Effectiveness: Results from the first

phase of the Victorian Quality Schools Project, 1993) found that

teacher effectiveness was the key to improve educational outcomes

and suggested that it was “primary through the quality of teaching that

effective schools make a difference”.

In order to have quality teachers for the school system both the

Federal and State Governments should embark on Quality Teacher

Programmes as a matter of urgency. Active participation in high

quality teacher professional development is a key element in

improving pupil outcomes. If the Nigeria Certificate in Education

(NCE) is to be minimum qualification for teaching in the nation’s

primary school system, all efforts must therefore be put in place to

raise the quality of products from the various Colleges of Education.

Programmes in these Colleges should be revamped to ensure skilled

teacher production.

Student teachers in these Colleges should have access to the

latest in teaching methods. As part of Quality Teacher Programme,

continuous professional development of teachers should be put in

place. Such a programme will afford teachers in our school system to

participate in refresher course during the holidays. This will enable

teachers to be equipped to respond to changes in teaching methods.

Teachers need to update and improve their knowledge and skills.

The development of professional standards and certification of

teachers are means of improving the quality of teaching and

enhancing the professional standing of teachers. It is a good thing that

the Federal Government has in place a Teacher’s Registration

Council. The Council has the power to sanction all unqualified

teachers. It is only hoped that with adequate funding and committal,

the Council will professionalized teaching in Nigeria and ensure

required standards in terms of skills and intellectual capacity are

maintained. The long awaited Teachers Salary Scale should be

implemented to attract intelligent people into the profession and

encourage those who are already teaching to raise up their heads

anywhere with pride.

We have stated the all important prominence of the teacher-

factor in any meaningful educational programme. Teachers serve as

catalyst for the intellectual, socio-economic, scientific, technological,

cultural, etc growth and development of any society. There is a high

demand of teachers in the nation’s primary school system. This

demand can only be met if the Government is willing to live up to the

challenges and ready to move the country along the right path of

development in the 21st century. All of this requires funding,

committal, focus and constant evaluation so that Nigerian children

should be well equipped to meet the challenges of the 21st century.

Exposure of young children to primary education will certainly

wipe out the prevailing ignorance, which endangers the health-care

delivery systems in Nigeria and Africa. With dedication and good

utilization of Nigeria’s endowed natural resources, the Government

should be able to cope without strains the education for all citizens,

which will demand for and supply of more teachers.

2.7 Appraisal of Literature Reviewed

From the reviewed literature, it was noted that teachers are

academic specialists, methodologists, model and character trainers

who administer and run the schools in order to achieve the aim and

objective for which schools are established.

The studies showed that teachers played a variety of roles in

shaping the life of the nation. Education of the highest quality requires

teacher of the highest quality.

The reviewed literature further showed that a highly skilled and

professional teaching force does, and will continue to make a

difference. Teachers have the vital role to impart knowledge and skills

to young children.

Many studies have showed that, many teachers are needed for

nation’s basic education. The teacher factor has become a very critical

factor. It was on record that many educational programmes and

projects were failed mainly because they did not take teacher factor in

to account. It is generally known that many school do not have the

returned number of teachers (teachers shortage) while some have

more than the required number.

The literature reviewed therefore, agreed that there is dependent

relationship between the demand for and supply of teacher and that

teachers should not be produced only in quantity but quality.

CHAPTER THREE

RESEARCH METHOD

This chapter describes the techniques and methods employed in

carrying out the study. It specifically includes research design, research

questions, sample and sampling techniques, instrumentations, procedure for

data collection and method of data analysis.

3.1 RESEARCH DESIGN

This study was an ex-post facto and descriptive survey. An ex-

post facto is an after fact or after event research. A descriptive survey

on the other hand, is a study involving a planned collection of data

over a large area for the purpose of making description.

3.2 RESEARCH QUESTIONS

The theme of this work centrally focused on the projection

supply and demand of secondary school teachers in Kwara State

between 2005 and 2010. The following research questions were raised

to guide the study.

1. What is the staffing position of secondary school teachers in

Kwara State?

2. What are the enrolment growth rates of secondary school

students and teacher-students ratio in Kwara State?

3. Does the supply of qualified teachers by the state Colleges of

Education match the demand for teachers by the state Teaching

Service Commission?

4. Is there any significant difference between the supply of

qualified teachers by the state colleges of education and the

demand for required teachers by Teaching Service Commission

in the state?

5. What is the projection of supply and demand for secondary

school teachers in kwara state for the period of 2005 to 2010.

3.3 SAMPLE AND SAMPLING TECHNIQUE

The population of the study involved the 235 existing public

secondary schools in Kwara State under the state Ministry of

Education, Science and Technology. The sample consisted of 140

public secondary schools selected by stratifying into senatorial

districts of North, South and Central in the state. Fifty schools were

chosen each from Kwara South and Central Senatorial districts by

simple random technique while 40 schools were randomly selected

from Kwara North district. This is because Kwara North senatorial

district has limited number of schools when compared to the other two

districts. However, 140 principals from the selected schools were used

as participants.

3.5 RESEARCH INSTRUMENT

A questionnaire and two inventories were used for the study.

The questionnaire tagged “Projection of Secondary School Teacher

Demand and Supply Questionnaire (PSSTDSQ)”. This was used to

gather information from the participants.

The secondary School Students’ Enrolment Inventory (SSPI)

sought information on students’ enrolment in the schools, number of

classes, staffing situation with regard to the total number of teachers

in place. The Colleges of Education Teacher Supply Inventory

(COETSI) requested for information on the number of teachers

produced by the state owned institutions producing teachers from

2005 to 2010

3.6 VALIDITY AND RELIABILITY OF THE INSTRUMENT

In determining the validity of the instrument, the researcher

submitted the instrument to experts for vetting. The criticisms made

were noted and corrections made were incorporated into the final draft

of the instrument which was submitted to the supervisor for approval.

For the reliability of the instrument, a test-retest method was

adopted at an interval of two weeks. The two scores were collected

and a co-efficient of .75 was obtained. This means that the instrument

was adjudged reliable.

3.7 PROCEDURE FOR DATA COLLECTION

The research questionnaire was personally administered by

researcher to the participants in all the schools selected for the study

while other records were obtained from Ministry of Education, State

Colleges of Education and Teaching Service Commission.

3.8 Method of Data Analysis

Data collected in this study were analysed using inferential

statistic. Specifically simple percentage ratio and T test correlation

statistics at .05 level of significance were used.

CHAPTER FOUR

PRESENTATION, ANALYSIS OF DATA AND DISCUSSION

This chapter presented in details the result and interpretation of

projection of secondary school teachers’ demand and supply in Kwara State

from 2005 to 2010.

4.1 ANALYSIS OF RESEARCH QUESTIONS

Research question 1: What is the staffing position of secondary

school teachers in Kwara State from 2005 to 2009.

Table 1:

Staffing position of Secondary School Teachers in Kwara State

from 2005-2009.

Years M % F % Total %

2005 2949 62.8 1750 37.2 4699 23.4

2006 2764 58.2 1990 41.8 4754 23.6

2007 2788 58.5 1972 41.5 4760 23.7

2008 3538 59.9 2545 40.1 5903 29.3

2009 3647 56.0 2867 44.0 6514 32.4

Grand Total 20,116

In answering question 1 above, data on the distribution of teachers to

all the 355 public secondary schools in Kwara State from 2005 to 2009 were

collected from the respondents using the inventory. The data were analyzed

with the use of percentage. The table shows that secondary school teachers’

population gradually increase annually.

In year 2005 there were 4699 teachers representing 23.4% and there

were 4759 teacher in year 2006 which represented about 23.6%. This

comparison shows that additional 60 teachers were employed in 2006.

Similarly, in 2007 there were 4760 teachers in post which represented 23.7%

of the total number of teachers for the years under study while 29.3% or

5903 teachers were posted in 2008. This showed the difference of 1143 new

teachers that were employed and posted to various secondary schools in

2008 academic year. While in 2009 another 611 teachers were added to the

secondary school staff disposition, this made the total number of secondary

school teachers in Kwara State as at 2009 to be 6514. Further analysis

showed that male teachers were in greater numbers than female teachers in

secondary schools. The graphic representation of staffing position of

secondary school teachers is shown in fig. 1

Staffing position of secondary school teachers in kwara State 2005-2009

MM M

MM

FF F

F

F

Total Total Total

Total

Total

0

1000

2000

3000

4000

5000

6000

7000

years

nu

mb

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f te

ach

ers

in s

tock

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

In response to research question 2, data on the number of both junior

and senior secondary school enrolment in Kwara State were collected from

the state ministry of education through the inventory for five years, 2005 to

2009. The data collected were collated and analysed using frequency counts

and percentages. Computing the enrolment growth rate for secondary school

students was based on the increase or decrease in students’ enrolment for

one year divided by the previous year’s enrolment using the following

formula:

En = Et – Et -1 x 100 Et -1

Where En enrolment growth; E = enrolment in year + (present year);

Et-1 = enrolment in t – 1 (Previous year) The findings were presented in

table 2.

As indicated on table 1, the enrolment growth rate among secondary

school students varied from one year to another. In year 2006 the enrolment

growth rate was -3.3% this shows that there was a slit decline in the

students’ enrolment between 2005 and 2006. In 2005, 138,695 students were

enrolled while in 2006, 138,649 students were enrolled, this showed a

different of 46 students.

There was a sharp increase in student’s enrolment in 2008. A total

number of 211,276 students were enrolled, representing 53.9% growth rate

in the student’s enrolment. Conversely, in 2009 there was a further decline

in the student’s enrolment, only 182,700 students were enrolled. Hence the

enrolment growth rate for year 2009 was -13.5%. On the whole the average

enrolment growth rate for Kwara State Secondary Schools was 9.0%.

Table 3

Summary of Teacher-Student ratio from 2005 to 2009

Year Total Students Total T – S RatioEnrolled teacher in post

2005 138,695 4699 30

2006 138,649 4,754 29

2007 137,260 4,760 29

2008 211,276 5,903 36

2009 182,700 6,514 28

Average teacher-student ratio 1:30

In determining the teacher-student ratio among teachers and students

in Kwara State Secondary Schools, data on total number of secondary school

students for all classes (JSS 1 – 3 and SSS 1 – 3 ) and the total number of

teachers teaching in all public secondary schools were extracted from table 1

and 2 respectively and presented as table 3 as shown above. The teacher-

student ratio was however computed by dividing the total number of

students in secondary schools by the number of teachers teaching in

secondary schools using the following formula.

Ts = Ns

Nt

Where Ts = teacher – student ratio; Ns = total number of students; Nt

= total number of teachers. On the basis of this formula, the teacher-students

ratio in secondary schools in the state between 2005 to 2006 are shown in

table 3, the teacher-student ratio for secondary school students varied from

one year to another.

Hence, the teacher-student ratio in secondary schools in Kwara State

is ratio 1:30. Although the ratio is low, it should be noted that the figures on

staff position of secondary schools teachers contained both qualified and

unqualified teachers supplied to schools by the Teaching Service

Commission.

Research Question 3: Does the supply of qualified teachers by the State

Colleges of Education match the demand for qualified teachers by the

State Teaching Service Commission?

In answering this question, data was obtained from two sources. The

first source embraced data on the number of qualified teachers supplied into

the teaching profession from the state colleges of education. While the

second source embraced the number of teachers supplied to secondary

schools by Teaching Service Commission. The data collected were collated

and analysed using percentages. The findings are presented in tables 4 and 5.

Table 4:

Analysis of supply of qualified teachers by the state colleges of

education 2005 2006 2007 2008 2009

Institution M F Total M F Total M F Total M F Total M F Total

COED, Ilorin 3000 6010 9010 449 564 1013 209 293 502 624 880 1504 911 1195 2106

COED, Oro 520 342 862 579 363 942 358 252 610 433 667 1100 1002 1264 2266

COED, Lafiagi 212 102 314 180 86 266 225 92 317 587 270 857 1176 480 1656

Total 10186 2221 1429 3461 6028

As indicated in table 4, the number of teachers supplied from colleges

of education in the state was varied from one year to another.

The findings revealed that College of Education Ilorin supplied the

highest number of teachers from 2005 to 2009 followed by College of

Education Oro, while College of Education Lafiagi supplied the least

number of teachers from 2005 to 2009. The findings further revealed that the

three colleges of education supplied 23,325 teachers between 2005 and

2009.

The highest number, that is, 10,186 teaching was supplied in year

2005 only. While 2007 witnessed a sharp decline in the supply of teachers

because only 1429 teachers were supply.

It was also discovered that out of the 23,325 teachers supplied by the

three colleges of education between 2005 and 2009, 53.1% or a total of

12,380 were female while 46.9% or 10,945 were male.

Table 5: Demand and Supply of secondary schools teachers

Year Teacher supplied Teacher demanded Difference

2005 10,186 4,699 5487

2006 2,221 4,754 7653

2007 1,429 4,760 9,076

2008 3,461 5,903 15,710

2009 6,028 6,514 30,934

As analysed in table 5, the number of teachers supplied to the teaching

profession by state colleges of education was compared with the number of

teachers demanded by the state teaching service commission. The table

however, showed that there is imbalance between the demand and supply of

teachers in the state. More teachers were produced and fewer teachers were

required. This finding is further illustrated by demand and supply curve and

presented in fig 2 below.

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

2010 199,143 6,638

PROJECTION OF SECONDARY SCHOOL TEACHERS’ DEMAND AND SUPPLY IN

KWARA STATE 2005-2010.

BY:ILIASU, TAIYE

MATRIC NO: 00/250E065

PROJECT SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF THE DEGREE OF MASTER IN EDUCATIONAL

MANAGEMENT (M.ED)

IN THE DEPARTMENT OF EDUCATIONAL MANAGEMENT, FACULTY OF EDUCATION, UNIVERSITY OF ILORIN, ILORIN NIGERIA.

UNIVERSITY OF ILORINFACULTY OF EDUCATION

DEPARTMENT OF EDUCATIONAL MANAGEMENTPROJECTION OF SECONDARY SCHOOL TEACHER DEMAND

AND SUPPLY QUESTIONNAIRE (PSSTDSQ)

Sir/Ma,

I am currently carrying out a research on projection of secondary

school teacher demand and supply in Kwara State.

Kindly respond to the following questions by ticking ( ) the option

that best represent your opinion.

The questionnaire is purely for research purpose and all information

supplied shall be treated with utmost confidentiality.

Thanks.

Iliasu, Taiye

SECTION Ai. 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 BStrongly Agree = SA 4Agree = A 3Disagree = D 2Strongly Disagree = SD 1

STATEMENTS RESPONSESS/NO DEMAND FOR TEACHER SA A D SD1. 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