PERCEPTION OF TEACHERS’ STATUS AND JOB SATISFACTION BY THE PUBLIC
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PERCEPTION OF TEACHERS’ STATUS AND JOB SATISFACTION BY THE PUBLIC
ABSTRACT
Education has been the national underpinning in development throughout history. This was owing to the level of respect accorded to it, but currently, it is quite sad and pitiful that such a reputation is long gone merely because it is discovered to be reserved for the oppressed and mediocre.
Teachers who benefited from this educational sector became the benchmark due to the rate at which his opponent eroded his goal. The study now intended to ascertain the public impression of teachers’ standing and job satisfaction in Enugu state’s Udi local government.
The study’s objective, among others, is to find (if feasible) the standing of teachers in Nigeria and so support or refute the allegation that instructors have a poor status in the country. Data for the study were gathered via questionnaire and interview, with the results and discussion based on the opinions of 80 randomly selected respondents, the majority of whom were literate teachers and students.
As a result, most teachers consider teaching as a springboard to a higher degree and that work in its profession is plentiful. To protect the professional ethics of the teaching profession, it is proposed, among other things, that no graduate who did not study education be allowed to teach. And the requirements for admission to educational courses should be the same as for any other faculty in the institution.
CHAPTER ONE
INTRODUCTION
1.6 BACKGROUND OF THE STUDY
Education has always been the foundation of any nation’s progress throughout history. In traditional African societies, the culture and norms of that society were transferred to and so perpetuated through the education of the child by its parents, community, and peer group.
The importance of education cannot be overstated in our complex modern culture. It included self-realization, the development of human relationships, the development of self and national economic efficiency, the development of national economic consciousness, the development of effective citizenship and civil responsibility for establishing and maintaining national unity, the development of social and political progress, and the development of scientific and technological awareness.
For the proper realisation of these educational goals, it is evidently necessary to examine the teacher whose obligation it is to impart the necessary information, his humble beginnings, his public image, and the repercussions of these on the teaching profession. Around the early 1920s, the teacher was a respected figure, particularly in rural areas of the country.
He not only understood the white man’s language and manner, but he could also talk and act in it.
All important letters were written by him and read to the owners. His clothes and manner of living were far above what was typical in the villages.
During this time, the teaching profession was very appealing, and new entrants were many. However, as time passed, people switched their focus from live teaching to secondary and grammar school. It was discovered that the compensation structure of teachers and graduates of grammar schools differed significantly.
Clerks in education departments who kept records of teachers’ work were paid well with pensions, but teachers were paid pitifully little.
The teacher discovered the interiority of his training to the secondary school education with the introduction of university education, and for that he struggled for his G.C.E (General Certificate in Education), which will enable him to qualify for admission into the university.
The picture of the teacher proceeded to descend the ladder as time passed. The situation worsened in the 1960s because Nigerian society could no longer sustain the position she bestowed on the teacher, who was the only educated man in the town. Because secondary school graduates were paid more than teachers, the latter’s standing deteriorated because Nigerian society incorrectly linked status with wealth.
To make matters worse, the teacher faced the brunt of the nation’s previous economic difficulty in the form of delayed salaries, salary and fringe benefit reduction, and/or outright loss of whatever fringe benefits he may have been enjoying.
However, with the advent of the oil boom and the Nigerian economic collapse, more appealing occupations were no longer readily available. Teaching came to the rescue as many jumped to other employment whenever the opportunity arose.
1.7 STATEMENT OF THE PROBLEM
Most teachers were once regarded as extraordinary members of society. Tafewa Balewa was a Nigerian who began his career as a teacher before entering politics and eventually becoming Nigeria’s Prime Minister. Alhaji Shehu Shagari, Late Michael Adekunle Ajaisin, Late Samuel Ladoke Akintola, to name a few, began their careers as teachers and have gone on to achieve greatness in society.
But it was back when instructors were considered gods. They were viewed as persons sent by God to remove ignorance from the region in exchange for fortunes and pleasant news of life.
Teachers once stood next to kings, but his modern-day counterpart is easily identified when cornered. He walks about in soiled clothes. His sneakers had seen better days. His trouser occasionally falls from his buttocks since he is so thin and dry. When he puts on a tie, there is always a large gap between his neck and his shirt collar. He’s constantly hungry, so he’s always angry. He sometimes beats a pupil out of rage, and the next day, the child’s parent comes to school to harass him.
If he wants to be recognised, he does not announce himself as a teacher in front of important people; instead, he prefers a more sophisticated phrase-Education consultant. Because his monthly pay is insufficient, he resorts to extorting money from pupils under various pretexts.
Some of the students even call him by different names, to which he cheerfully responds. Nobody knows who he is when he attends a community event. He has difficulty finding a lady of his choosing because no girl wants to go on a date with a teacher. He won’t go to a political meeting if his pocket isn’t deep enough; else, he won’t be recognised.
Now, every student wants to be taught by him, but no student wants to work for him. Every parent needs him to teach his or her child, but no parent wants his or her child to teach for a living. The plight of today’s teachers is pitiful; can the current state of the teaching profession in Nigeria improve?
1.8 OBJECTIVE OF THE STUDY
One might infer that the outpouring of criticism in Nigeria towards educational endeavours and their products is driven by a desire for betterment. So, the assumption continues, there is a nearly countrywide desire to make education in the country more effective because it is an area of a worker’s life that influences his efficiency and effectiveness in his standing, it is vital to pay attention to workers’ status.
The goal of this research is to determine (if feasible) the status of teachers in Nigeria and thereby validate or disprove the statement that teachers in Nigeria have a low status in the country. Depending on the findings, the study will make recommendations for how teachers’ status should be raised or maintained in order to maximise the efficiency and effectiveness of teachers in Enugu State’s UDI Local Government Area.
1.9 IMPORTANCE OF THE STUDY
It is intended that this study will assist the government in determining the specific causes of teacher unhappiness and potential solutions. This task will also expose the teachers’ flaws, allowing them to make necessary changes. It will undoubtedly reveal the public’s impression of instructors and job happiness. Most importantly, society as a whole will gain from higher educational quality since the government will strive hard to improve on what is now available.
This will also assist to improve the quality of education, particularly at the lower levels, because everything else is based on it.
1.10 LIMITATIONS OF THE STUDY
The research work – public opinion of teachers’ position and job satisfaction case study of Udi Local Government Area – was planned to include all two in the local government area, but owing to time and financial constraints, four towns were chosen at random for the study.
The investigation lead the researcher to interview school principals in the selected communities. We also questioned some people and chiefs from the town, however there was a problem with the nonchalant attitude displayed by some of these people, who perceived the study question given to them by the researcher as an avenue for acquiring information from them that could indict them.
As a result, data collection was hampered since some civil officials saw such inquiries on questionnaires as causing personal disturbance.
Due to financial constraints, the researcher also used library work. Some books that could have been highly valuable in the investigation could not be obtained.
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