FACTORS CAUSING SECONDARY SCHOOL TEACHERS DELAY IN REPORTING AT THEIR WORK STATIONS IN RURAL AREAS
CHAPTER ONE
INTRODUCTION
1.1 The Study’s Background
One of the most serious unethical practices confronting many organizations today is tardiness. Few organizations can claim that all employees are present at all times. It is common practice for employees to arrive late for work, leave early, extend tea, lunch, and even toilet breaks, attend private business during working hours, forge illness, and extend time to collect tools of work, and take unscheduled absences from work. Organizations classify all of this as absenteeism.
According to Chandhury et al. (2006), lateness is influenced by a variety of factors such as personal illness, a relative’s illness that must be attended to, family conflicts, a lack of job satisfaction leading to low morale, a lack of personal competence, a lack of friendly work group norms, poor leadership at the workplace,
a lack of effective supervision and inspection of employees, assignment of other duties outside the workplace, bad weather conditions, union influence, and p While these challenges are common in many organizations, employee challenges differ from one to the next.
Delays in reporting and absences from work for new teachers pose a significant challenge for Nigeria’s public secondary schools. This is because secondary school education is regarded as an important sub-sector in the education system as well as for the economic development of the country (Jidamva, 2012).
Delays and non-reporting teachers in public secondary schools can be the result of inefficiency in the country’s provision of quality education, and this contributes significantly to the country’s failure to achieve the National Development Vision 2025, in which education is envisioned as a strategic requirement for economic growth and poverty eradication.
Secondary school teachers are in high demand in many parts of Sub-Saharan Africa, with demand exceeding supply in some cases by a wide margin. High rates of teacher attrition in some areas due to illness, bottlenecks in teacher preparation systems, unappealing working conditions such as perceived low pay and arbitrary teacher deployment systems all contribute to this (Mulkeen et al., 2007).
Other factors for teacher attrition identified in the study included unappealing work environments, unprofessional treatment of teachers, a lack of professional development opportunities, and insufficient supportive supervision.
According to UNESCO (2010), attrition can be caused by reaching retirement age, illness, or death, and is largely determined by demographics, health conditions, and retirement policy.
According to the study, voluntary attrition is primarily driven by personal factors, such as the pull of alternative labor market opportunities and the push of dissatisfaction with teaching, but possible actions include increased remuneration and improved career progression, both of which have significant costs.
1.2 Formulation of the Problem
A successful education system is determined not only by the number of students enrolled, but also by what those students learn. Teachers, in this regard, play a critical role in enhancing students’ learning. Due to factors such as secondary school teacher attrition, bottlenecks in the teacher preparation system, and perceived unappealing working conditions, the demand for secondary school teachers far outstrips supply in many parts of Africa (Mulkeen et al, 2007).
Secondary education with acceptable learning outcomes is only possible if posted teachers report to and remain at their work stations. Teachers, as key factors for increased economic growth and social development, are well known to be critical to the achievement of national and international education and poverty reduction goals.
However, there is growing concern that teachers are increasingly leaving their jobs, which is reflected in deteriorating teaching performance and learning outcomes. Despite the fact that teachers have faced low and irregular salary payments, a lack of adequate housing, insufficient teaching facilities, low status, and limited opportunities for professional development.
Another factor that teachers complain about is a lack of incentives, which causes some teachers to leave the profession. Given this fact, the study set out to investigate what causes teachers to fail to report to their new workplaces when they are first appointed and why they fail to stay in their work stations for an extended period of time after they have reported.
1.3 The Study’s Objective
The primary goal of this study is to identify the factors that contribute to secondary school teachers’ tardiness in reporting to their work stations in rural areas. More specifically, the study intends to;
1. Determine the factors that cause secondary school teachers in rural areas to be late for work.
2. Investigate the causes of teachers’ tardiness to work in rural areas.
3. Examine the impact of teachers’ tardiness and tardiness to duty or work station on their work performance.
1.4 Question for Research
1. What are the factors that cause secondary school teachers in rural areas to be late for work?
2. What are the causes of teacher tardiness in rural areas?
3. Is there any relationship between a teacher’s tardiness and tardiness to duty or work station and their work performance?
1.5 Hypothesis of Research
Ho: There is no relationship between a teacher’s tardiness and tardiness to duty or work station and their work performance.
Hello, there is no correlation between a teacher’s tardiness and tardiness to duty or work station and their work performance.
1.6 Importance of the Research
The findings of this study would address and provide information on a practical level about the problem of public secondary school teachers not reporting on time and not staying long after reporting in work stations.
The findings would be useful to policymakers, planners, administrators, and other stakeholders in the education sector in improving reporting methods and reducing the problem of no reporting and not staying in teaching. The findings would also contribute to and stimulate
further research as one method of retaining more teachers in the teaching profession in the educational system. This is because teachers are critical resources for the successful implementation of the teaching and learning process in schools.
1.7 The Study’s Scope
This research will be carried out in Odeda LGA, Ogun state, with the help of teachers from public secondary schools.
1.8 The Study’s Limitations
Obtaining funding for general research work will be difficult during the course of study. Correspondents may also be unable or unwilling to complete the questionnaires provided to them.
However, it is expected that these constraints will be addressed by making the best use of available materials and devoting more time to research than is necessary. As a result, it is strongly believed that, despite these constraints, their impact on this research report will be minimal, allowing the study’s objective and significance to be met.
1.9 Terms and Definitions
Rural Areas: A rural area, also known as the countryside, is a geographical area located outside of towns and cities.
Work Station: an area where specific work is performed, such as a specific location on an assembly line.
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FACTORS CAUSING SECONDARY SCHOOL TEACHERS DELAY IN REPORTING AT THEIR WORK STATIONS IN RURAL AREAS
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