CHAPTER ONE

BACKGROUND TO THE STUDY

Introduction

Education is the best legacy that will be given to a child. It is the

producer of human capital. It is the truth of existence and center of

life. Every human being depends on education for truthful, peaceful

and wise co-existence, Federal Republic of Nigeria (2004).

Education is the key to all types of development, whether

individual, commercial or national. Man is able through education

to develop his latent talents and bring them usually to bear on a

task requiring the sympathetic application of knowledge (Oje, 2007).

Education refers to the entire social process by which individuals

acquire ways, beliefs and standards of society (Ofoegbu, F. I. 2014).

The role of education as a veritable instrument for sustainable

development and social emancipation depends entirely on the

quality of social instruction from diligent trained, capable and

highly committed teacher (FRN, 2004).

Hence, it is very important for educational practitioner which is the

professional teacher to understand from the start what teaching

1
and learning is all about. The fruits of the teaching profession are

more humane. All other professions emanates from the teaching

profession. Profession refers to the skills a person specializes on

through undergone trainings, experiences and practice. A teacher is

a person who carries out the activity of teaching. Modebelu (2007),

defined teachers as a group of people or individuals trained

specifically to impact knowledge and skills to children, youth and

adult to enable them develop healthy attitude and live peacefully

with their fellow humans. Professionally, a teacher can be defined

as a person who has undergone an approved training in education

at appropriate level and capable of imparting knowledge, attitude

and skills to the learner (TRCN, 2007). In other words, Okorie

(2005) sees teaching and learning to have originated from the

traditional instruction of parents to their offspring’s on conducts

and morals. Teaching according to Ofoegbu, F. I. (2014) is a

systematic activity deliberately engaged by somebody to facilitate

the learning of the intended worthwhile knowledge, skills and value

by feedback. The necessary feedback in this context refers to output

of teaching and its manifest inform of refined product. In the

process of teaching, the learner is taken from an unrefined stage

where it is refined and this is a stage to stage where it is refined and

2
this is a stage the society wants him to go. Teaching cannot achieve

its desirable goal if the teachers who are supposed to take the

learners from the unrefined stage by impacting knowledge to the

learner, are not dedicated and committed to their job.

Commitment has been defined by the oxford advanced learners

Dictionary (2006), as a promise to do something or to behave in a

particular way or the willingness to work hard and give energy and

time to a job or an activity. It is in line with this, that Laccy, Becker

and Real (2011) saw it as an investment in a particular career

(teaching career). Committed teachers are those that love to give

lots of time, work and energy to the teaching profession.

Okafor, P.C (2014) sees profession as a systematic and purposive

action of man that require some measure of specialized training,

knowledge and skills relevant to job before embarking upon it. The

teaching profession has failed as a profession in the sense that it

has become an all corners zone. Those who lack specialized

training, knowledge and skills relevant to the job (teaching) are seen

in schools. The government also contributes to the poor growth of

the schools, they pay teachers low salary, and most times owe them

salaries which make them lose interest in their profession. The

3
service condition of teachers is poor and hence makes teachers

non-chalant towards their teaching profession. According to Udo

(2014) teaching is made effective if teachers are motivated

intrinsically hence they will willingly observe teaching profession

rules, motivates students to learn, prepare their minds for teaching

at all time, as well as exposing their mind for new knowledge.

According to John (2006) in Akinduyo (2014), teaching profession

has been faced with various categories of challenges, which

includes irregular self-esteem in the society, absence of education

professional academy, negative reinforcement which is doing the

teaching profession no good, lack of professional and ill service

trainings, non-involvement of teacher in decision making process

hence, there is need to put teachers on the same footing with other

highly valued professionals in Nigeria and make teaching profession

in Nigeria more attractive like other professions. They also posited

that for teaching to be really professionalized, it must not only

become a full time job for all professional teachers, the conditions of

service must be attractive and opportunities must be provided for

the professional growth of the teachers.

4
Yusuf Afolabi and Oyetayo (2014) defined a profession as an

occupation or vocation that requires special skills, knowledge of

some department of learning and qualification to especially one with

a high social status. It is a job that requires special skills or

knowledge through special training with a level of education, and it

utilizes functional education and mental ability rather than manual

or physical labor. Adesina (2005) viewed that professionalization

refers to building into teaching career, some control device to

ensure that the practitioners are worthy members of the profession.

It is not usually easy to assess and report teachers products just as

one can give a progressive or non-progressive chart of a poultry

farmer. Teachers’ contribution to the growth and development of

human being is rather a cumulative chart that starts from cradle to

grave. Consequently, this study is set to discover the strategies for

improving teaching profession and teachers’ commitment in public

primary schools in Aguata Education Zone.

Statement of the Problem

It has been observed that primary school teachers exhibit attitudes

that portray doubt of their commitment to their job. While some

5
complain of their jobs, others engage in some other activities like

trading.

The status of public primary schools in Nigeria in general and in

Aguata Education zone appears very low. This low status makes the

teaching profession lose its place as a low professional occupation.

It rather seems to be in all corners job. Many of the teachers are not

satisfied with their job Omotayo and Ajayi, (2013).

The problem of this study therefore is to ascertain how the status of

teaching as a profession can be enhanced adequately to get quality

and committed man power as teachers.

Purpose of the Study

The general purpose of this study is to examine teaching profession

and teachers’ commitment in public primary schools in Aguata

Educational zone. It seeks more specifically to identify:

1. The extent of teachers’ commitment to their teaching job in

public primary schools in Aguata Education Zone?

2. The problems that decrease teachers’ commitment to the

teaching profession in public primary schools in Aguata

Education Zone.

6
 3. The strategies to enhance teachers’ commitment in the

teaching profession in public primary schools in Aguata

Education Zone.

Significance of the Study

The findings of this study will be of benefit to; the school

management, the head teachers, the teachers, the pupils and the

society.

The findings of this study will help the school management board at

federal, state and local government levels to know the relevant in-

service training needs of teachers and also correct the hygiene

factors that affect teacher by organizing seminars and workshops

and involving them in curriculum planning to improve them in their

working environment.

The findings of this study will also help the head teachers of these

public primary schools by giving them the necessary information on

the causes of lack of commitment of teachers in their schools.

The finding will be of benefit to classroom teachers of these public

primary schools as it leads to improvement in their working

condition.

7
The finding will also be of help to both the pupils and the society

hence, the pupils of the public primary schools will be improving in

the quality of instruction they receive as well as contributing their

quota for the development of their society.

Scope of the Study

This research work is focused mainly on the strategies that will

improve teaching profession and teachers’ commitment in public

primary schools in Aguata education zone.

Research Questions

The following questions guided the study :

1. To what extent are teachers committed to their teaching job in

public primary schools in Aguata Education Zone?

2. What are the problems that decrease teachers’ commitment to

the teaching profession in public primary schools in Aguata

Education Zone?

3. What are the strategies to enhance teachers’ commitment in

the teaching profession in public primary schools in Aguata

education zone?

8
 CHAPTER TWO

LITERATURE REVIEW

The related literature was reviewed under the following

subheadings:

- Concept of teaching

- Characteristics of profession

- Professional ethics

- Factors that can enhance teachers’ commitment

- Problems of teaching profession

- Theoretical review

- Empirical review

- Summary of the literature.

The Concept of Teaching

Education has been described as the one power left in the world

today that is greater than the force of nature, Ndege (1992) in Oje

(2007). According to Gbid (1992) in Eyibe (2011), education is a

powerful instrument for transformation, and it is capable of

bringing about cultural change, social integration, rural

regeneration, economic efficiency, and the creation of modern man.

The development of manpower resource is all the product of

9
teaching. Teaching is a systematic rational and organized process of

transmitting knowledge, attitudes and skills in accordance with

professional principle. Those who do not perform the act of teaching

in accordance with professional principles are therefore not

teachers and should not be employed to teach any subject in the

school system. A teacher is a person who has undergone approved

professional training in education of appropriate levels, capable of

impacting knowledge, attitudes and skills to others.

For one to be qualified as a teacher, there are some qualities one

should possess. Prof. J.W. Wanson (2003) summarized this

qualities into nine points namely;

1. The teacher respects and cares for all his students

2. The true teacher respects knowledge no matter from whom it

comes

3. The true teacher ceases to be a learner himself.

4. The true teacher is forever promoting the spirit of enquiring

and innovations among his students.

5. The true teacher cultivates the spirit of creativity and change.

6. The true teacher is dedicated to his nation and cause of

mankind at large.
10
 7. A true teacher has a sense of his profession and has pride in

it.

8. The true teacher respects the community in which he serves

and all who do productive work there in.

9. The true teacher fuses pride with humility, intensity and

courage.

Anybody that is a teacher should be proud of his profession and be

conversant with the content of his area of specialization so that he

will be able to impact knowledge to his students accurately and

effectively.

Characteristics of a Profession

Profession has been aptly defined as an occupation usually

involving relatively long and specialized training and preparations

on the level of higher education and governed by its code of ethics,

Good (2015)

At large a profession should possess the following ten

characteristics:

1. It should provide a high grade on non-manual occupation.

11
 2. It should provide a definite social public service, the end

product of which is intangible and unquantifiable.

3. The individual practitioner should be free to act on his own

within very wide limit and without reference to others.

4. The profession should be largely or whole self-governing.

5. It should be an occupation that affords the practitioner’s

permanent membership of life career.

6. It should usually involve relatively long and specialized

preparation on the level of higher education.

7. It should demand continuous in service growth and provide

members, opportunity for that.

8. It exalts service above personal gain.

9. It should have a strong professional organization to which all

members of the profession are expected to belong.

Having examined the characteristics of a profession, teaching

invariantly is a profession because it possesses all the above

characteristics.

Teachers are expected to exalt service above personal gain; they

should be introduced in the student achievement and not what they

12
are to gain from the pupils. Teaching is a profession, largely self-

governing and has code of ethics.

Professional Ethics

The term ethic means a set of role of conduct that regards certain

behavior as good, right or acceptable and certain other behaviors as

bad, wrong or unacceptable.

One of the existing codes of ethics in Nigeria today is that of

Nigerian Union of Teachers (NUT) titled the Code of Ethics of the

Teaching Profession in Nigeria and this code comprises in brief of

setting out a professional philosophy for the member of the

profession. Five principles indication the teachers’ professional

commitment are:

1. Commitment to the students

2. Commitment to the parents

3. Commitment to the community

4. Commitment to the employer

5. Commitment to the profession.

This entail that teacher are meant to be committed to the

educational system, commitment to the teaching profession at all

13
levels of educational system, commitment to the teaching profession

is a major code of ethic in the profession.

Factors That Can Enhance Teachers’ Commitment to the

Teaching Profession.

Teachers’ commitment is a key factor influencing the teaching

learning process. It has been examined from different theoretical

perspective and defined in different ways. One view is that teacher

commitment is the psychological identification of the individual

teacher to maintain organizational membership and become

involved in the job well beyond personal interest. According to this

view, the higher the teacher’s psychological identification is, the

higher his or her sense of commitment will be. Commitment is

necessary for teachers to have motivation to pursue changes in

their practice, Adeyemo, S.A. (2010)

At least six primary factors in the work place can affect

commitment of teachers. They are:

1. Autonomy and efficiency: this is the teachers’ freedom to

schedule work and determine the procedures used to carry it

out that is the teacher being self-initiating and control of

14
 his/her actions. Autonomy is closely related to efficiency, the

extent to which the teacher believes he/she has the capacity

to affect students’ performance. Adedeji & Olaniyan (2014).

2. Participation: this refers to the relationship between

participative decision making and school based management.

Louis and Smith (2007). This has to do with the teacher’s

willingness to be involved in policy making and planning of the

school function and implementation of the formulated policies.

3. Teacher feedback: this is the amount of clear information a

teacher receives about his/her performance work and his/her

effectiveness. Feedback can enhance a teacher’s commitment

by confirming the success of some instructional efforts and

signaling problem areas in others.

4. Collaboration: a forth factor influencing teachers’ commitment

is collaboration. This is the working together on a task by two

or more people. Communication among teachers and school

principals or superior staff can foster a sense of affiliation with

the school and a sense of mutual support and responsibility

for effectiveness of instruction.

5. Learning opportunities: this involves giving the teachers

opportunities to learn more. The teachers may want to further

15
 their abilities that they can be experts in their field. This will

make the teachers committed because they are conversant

with the content of what they teach. In-service training

programmes could be used to equip the teachers with more

knowledge.

6. Resources: resources have to do with material that can make

the teaching learning process possible. Resources in the

teaching profession can be in the form of any of the following:

1. Increase in teacher’s salary

2. Early payment of teacher’s salary

3. Provision of infrastructural facilities like water and staff bus

4. Creating an adequate environment for the work.

5. Ensuring job security

6. Provision of instructional material and adequate learning

aid for teaching.

7. Giving teachers reasonable fringe benefit.

When all these factors have been properly considered and steps

taken to meet the demands of these factors, teachers will make

some change.

16
Problems of Teaching Profession in Nigeria

Teachers at all levels in Nigeria are yet to take their rightful

position. This perhaps explains the popular slogan “a teacher’s

reward is in heaven” meaning they are not being well remunerated

or respected for their painstaking efforts and services. Their take

home pay is below standards the world over, while there is grass

under funding for education. These challenges and many others

have left the teaching profession in a less desirable state. But and

as if that was not enough, it has contributed in no small way to the

fallen standard of our education. The challenges notwithstanding,

the teaching profession remains rewardable and honorable. It is

true that teachers may not live in affluence like the politicians.

Theoretical Review

Motivation is a key element in a teacher’s performance and

activities in school system. It is motivation that makes them

committed to the teaching profession. Even when teachers have

clear work objectives, right skills and supportive work environment,

they will not be committed to teaching if they are not motivated.

17
Motivation is a force within a person that affects his/her direction,

intensity, and persistence of voluntary behavior, Baje (2002).

Abraham Maslow, an American psychologist developed the

hierarchy of need theory in the 1940’s. He argues that human

beings “want of animals” that is why they have innate desires to

satisfy a given set of importance with the most basic need at the

foundation. The satisfaction of one need leads to the quest for the

satisfaction ofj higher other needs. When teachers’ need have not

been satisfied, it influences their attitude towards teaching hence

leads to lack of commitment to the profession.

Maslow’s Hierarchy of Needs

Self Actualization

Esteem Needs

Social/Belongingness Needs

Security Needs

Physiological Needs

18
According to Maslow stating from bottom to the top, each need

must be satisfied before the level above it becomes important. In

some schools’ organization, physiological needs can be satisfied by

enhancing salaries, good working condition etc. security needs can

be satisfied with things like job continuity (no layoff) adequate

insurance and retirement system to guard against financial loss

from illness and to ensure retirement income.

Social/ belongingness needs can be satisfied by family tires and

group relationship both inside and outside of the school

environment.

Esteem needs can be satisfied by giving award and recognition of

excellent behavior of teachers. It should be just and fair to all

concerned.

Self-actualization needs will be achieved when all other needs of the

teachers have been satisfied. When all these forms of needs are

adequately satisfied, teachers tend to be committed and hence seek

to identify with teaching profession.

19
Fredric Herzberg Two Factor Theory of Motivation

Fredric Herzberg and his associates developed the dual structure

theory during the late 1950’s and early 1960’s. Herzberg began by

interviewing approximately two hundred (200) accountants and

engineers to Pittsburgh. He asked them to recall when they felt

especially satisfied and motivated by their work and times when

they felt particularly dissatisfied and unmotivated. He further asked

them to describe what caused good and bad feeling. The responses

to the questions were recorded by the interviewers and later

subjected to content analysis.

Herzberg found out that entirely different set of factors were

associated with satisfaction and dissatisfaction with work. He also

discovered that the absence of what made a worker dissatisfied

about his job may not necessarily make him feel satisfied.

In identifying factors that led to job satisfaction (satisfiers),

Herzberg found out that factors like achievement recognized and

praise are usually responsible and referred to them as motivation.

On the other hand, factors that cause dissatisfaction (dissatisfies)

are company policy, type of supervisor, working condition, pay, job

security. He referred to them as hygiene factors while the

20
motivation are intrinsic, the hygiene factor are extrinsic. Herzberg

further explored this theory with two concepts: job enlarged and job

enrichment; Job enlargement in order to make their work less

monotonous and more challenging. Consequent upon this, school

principle should try as much as possible to enlarge the job of their

subordinates. Job enrichment on the other hand refers to the

degree of responsibility given to a worker in the work place. Job

enrichment is related to motivators because it is concerned with

work content. When teachers are given enough responsibility they

become motivated to work and less committed to their job.

When the hygiene factor in school have been satisfied adequately,

teachers will be committed to teaching as a professional course and

thus adhere to its code of conduct.

Empirical Review

Ukeje .N (2013) using questionnaire method of collecting of data

carried out a study in Enugu state of Nigeria on the motivational

factor for effective teacher performance in public primary school,

they observed that teachers lack commitment and perform poorly in

teaching jobs of some hygiene factors which include that the salary

21
scale for teachers is very low and that teachers are not paid early

enough.

Aguba, (2008), carried out a research on the cause of conflict

between head teachers and teachers in Primary schools in Nigeria.

Using questionnaire method/ instrument for data collection, he

discovered that most conflict between teachers and head teachers

were caused by the job enlargement for teachers. This relates to the

number of operations teachers are expected to perform in the

teaching job. He also observed that teachers performs challenging

task. From his research, he found out that teachers dislike

monotonous job and want their job to be enlarged.

Oluseyi, (2003) interviewed 100 teachers in Ekiti state of Nigeria on

the topic “factors that can make teachers perform better in their

teaching job”. He discovered that almost all the teachers responded

that until the education sector especially at the primary school level

is provided with enabling working environment, teachers will

continue to portray temperament of unseriousness on

uncommitment in their jobs.

22
Summary of review of related literature

The discussed point and view starting from the concept of the

teaching, characteristics of the profession and professional ethics

shows that teaching is a profession. Furthermore, the factor that

can enhance teachers’ commitment and the problem of teaching

profession were discussed.

23
 CHAPTER THREE

RESEARCH METHODOLOGY

The research methods and procedures that were used in the study

are discussed under the following sub-headings:

- Research design

- Area of the study

- Sample and sampling techniques

- Instrument for data collection

- Validation of instrument

- Method of data collection

- Method of data analysis

Research Design

The research design adopted in this study is a descriptive survey

research. Descriptive survey research is a type of research in which

a group of people or item is studied by collecting and analyzing

data from only a few people or item considered to be a

representative of the entire group (Mba and Udegbe, 2014). This

study is an exploratory one and descriptive survey is considered the

most appropriate and most convenient means to investigate the

24
strategies for improving teaching profession and teachers’

commitment in primary schools in Aguata Education zone (Akuezilo

and Agu, 2007).

Area of the Study

The research was conducted in selected government primary

schools in Aguata Education zone which consist of 30 towns

comprising of 167 government owned primary schools under its

supervision within the three local government area namely: Aguata,

Orumba North, and Orumba South.

Population of the Study

The population of the study is 1,291 teachers from the 167

government owned primary schools in Aguata Education zone of

Anambra state. The distribution of schools and the number of

teachers in each school are shown in the appendix II.

Sample and Sampling Techniques

The sample consists of two hundred (200) teachers sampled from

30 schools, 10 schools from each local government area through

Aguata, Orumba North and Orumba South. Orumba North has a

total number of seventy six (76) teachers, Orumba south has a total
25
number of sixty seven (67) teachers and Aguata has a total number

of fifty seven (57) teachers.

Simple random sampling technique using ballot method was used

in drawing the sample from 30 schools. The distribution of the

sample can be seen in appendix III.

Instrument for Data Collection

The instrument used was structured questionnaire. The

questionnaire was based on the research questions formulated for

the study as well as from available data on literature and the area

of the study. The instrument was patterned on the Likert 4 point

scale of

Strongly Agree SA

Agree A

Disagree D

Strongly Disagree SD

Validation of Instrument

The supervisor and two other experts in the school of education

validated the instrument. They were asked to ascertain the

26
adequacy of the items of content coverage, language and ability to

fill the needed data. Their comments and corrections were

incorporated in the questionnaire before they were administered.

Method of Data Collection

The researcher administered the questionnaire to respondents by

visiting all the schools where the respondents are working. A total

of 200 questionnaires were distributed to the respondents and were

collected back immediately after completion. This was to ensure

high percentage of return of the questionnaire.

Method of Data Analysis

The method of data analysis was mean. The formula for mean (X) is

X = ∑fx
N

Where X = Mean

∑ = Summation

f = frequency of respondents

x = Nominal Value of the Respondents

N = Total Number of the Respondents Used

27
The mean (X) = 4+3+2+1 = 10 = 2.5
4 4
To arrive at the decision rule of four point scales, the average of the

weighing is 2.5 as found above. To care for sampling error and

determine the cut-off point, an interval of 0.5 was added to the

mean score 2.5 to get the upper limit of 3.0. Hence, the cut-off point

is 3.0. Therefore, any response that is 3.0 and above is regarded as

accepted while any response that is below 3.0 is rejected.

28
 CHAPTER FOUR

PRESENTATION OF RESULTS

This chapter is all about the presentation and analysis of data

collected. Research questions were evaluated to show the findings of

the study in order to draw logical conclusions. The results of the

data collected were computed in the tables so as to show the

summary of the major findings.

Research Question One

To what extent are teachers committed to their teaching job in

public primary schools in Aguata Education Zone?

Table 1: mean responses from the respondents on the extent to

which teachers are committed to their teaching job in public

primary schools in Aguata Education Zone.

S/N ITEMS SA A D SD N X REMARK

1 Teachers observe teaching 95 85 11 9 200 3.3 Agreed
profession rules and regulations.
2 They motivate students to learn. 88 73 25 14 200 3.18 Agreed
3 They have a sense of school 94 78 18 10 200 3.3 Agreed
ownership.
4 Teachers are prepared all the time. 99 71 18 12 200 3.29 Agreed
5 They are committed to the teaching 105 55 20 20 200 3.23 Agreed
profession.
6 They’re always ready to acquire new 97 77 13 13 200 3.29 Agreed
knowledge.
29
7 They collaborate and corporate 95 79 12 14 200 3.28 Agreed
among themselves.
8 They always work hard to cover the 99 75 10 16 200 3.29 Agreed
scheme of work.
Grand mean = 3.3+3.18+3.3 +3.29+ 3.27 Agreed
3.23 +
3.29+3.28+3.29
8
3.27

From table 1 above, the respondent mean on items 1, 2, 3, 4, 5, 6,

7, 8, were accepted with the mean scores of 3.3, 3.18, 3.3, 3.29,

3.23, 3.29, 3.28, 3.29, respectively. Hence, the researcher

concluded that; Teachers observe teaching profession rules and

regulations, They motivate students to learn, They have a sense of

school ownership, Teachers are prepared all the time, They are

committed to the teaching profession, They’re always ready to

acquire new knowledge, They collaborate and corporate among

themselves, They always work hard to cover the scheme of work,

are the strategies to show the extent to which teachers are

committed to the teaching profession in public primary schools in

Aguata Education zone.

30
 Research Question Two

What are the problems that decrease teachers’ commitment to the

teaching profession in public primary schools in Aguata Education

Zone?

Table 2: Mean response from the problems that decrease

teachers’ commitment to the teaching profession in public

primary schools in Aguata Education Zone.

S/ ITEMS SA A D SD N X REMARK
N
9 Lack of teamwork, empathy and 29 32 91 48 200 1.76 Disagreed
support between pupils.
10 Teachers working too many roles at the 101 80 10 9 200 3.37 Agreed
same time.
11 Not enough time to plan. 30 17 65 88 200 1.95 Disagreed
12 Teachers being made accountable for 90 60 20 30 200 3.05 Agreed
more than they should.
13 No time to deal with bodily functions. 106 75 15 4 200 3.42 Agreed
14 Excessive paperwork for data 90 70 20 20 200 3.15 Agreed
collection.
15 Keeping up with the expectations of 101 70 14 15 200 3.29 Agreed
school admins.
16 Applying a prescribed curriculum to all 102 80 10 8 200 3.38 Agreed
types of pupils.
17 Lack of in-service training for teachers. 80 90 20 10 200 3.2 Agreed
18 Lack of good working condition. 90 81 19 10 200 3.26 Agreed
Grand Mean = 1.76+3.37+1.95+3.05+ 3.0 Agreed
3.42+3.15+3.29+3.38+3.2+3.
26
10
3.0

31
From table 2 above, the respondents disagreed with items 9, 11,

with the man scores of 1.76 and 1.95 respectively indicated that

lack of teamwork, empathy and support between pupils and not

enough time to plan do not decrease teachers’ commitment to the

teaching profession in public primary schools whereas, the

respondents agreed with items 10, 12, 13, 14, 15, 16, 17, 18, with

the mean scores 3.37, 3.05, 3.42, 3.15, 3.29, 3.38, 3.2, 3.26

respectively. Hence pointing that Teachers working too many roles

at the same time, teachers being made accountable for more than

they should, no time to deal with bodily functions, excessive

paperwork for data collection, keeping up with the expectations of

school admins, applying a prescribed curriculum to all types of

pupils, lack of in-service training for teachers, lack of good working

condition decrease the commitment of teachers of public primary

schools in Aguata Education Zone.

Research Question Three

What are the strategies to enhance teachers’ commitment in the

teaching profession in public primary schools in Aguata education

zone?

32
 Table 3: Mean responses of respondents on the strategies to

enhance teachers’ commitment in the teaching profession in

public primary schools in Aguata Education zone.

S/ ITEMS SA A D SD N X REMARK
N
19 Prompt and regular payment of 89 79 21 14 200 3.1 Agreed
teachers’ salary. 9
20 A unique salary scale for teachers 70 80 28 22 200 3.0 Agreed
in primary schools.
21 Development of good reward 90 60 31 19 200 3.1 Agreed
system for teachers to motivate 0
them.
22 Provision of infrastructural 77 70 29 24 200 3.0 Agreed
facilities to schools
23 Creating a conducive working 88 71 29 12 200 3.0 Agreed
environment for teachers. 3
24 Provision of staff bus for teachers 70 30 70 30 200 2.7 Disagreed
25 Providing teachers with a well- 29 59 72 40 200 2.3 Disagreed
equipped and furnished office 5
space.
26 Providing the necessary and 11 70 10 10 200 3.4 Agreed
required infrastructural materials 0
for teachers.
Grand 3.0 Agreed
mean=3.2+3.0+3.1+3.0+3.0
+2.7+2.3+3.4
8
3.0

From table 3 above, the respondents disagreed with item 24and 25

with the mean scores of 2.7 and 2.3 which implies that teachers

when provided with staff bus or well-equipped and furnished office

33
space will not likely enhance teaching profession and teachers’

commitment. However, the respondents agreed with items

19,20,21,22,23, and 26 which has the mean scores 3.2, 3.0, 3.1,

3.0, 3.0, and 3.4 respectively showing that promotion and regular

payment of teachers, a unique salary scale for teachers,

development of good reward system for teachers, provision of

infrastructural facilities for teachers, creating a conducive working

environment for teachers, upgrading college of education to degree

awarding institutions are the strategies to enhance teaching

profession and teachers’ commitment in primary schools.

Summary of the Major Findings

The major findings of this work can be summarized as follows:

1. The extent to which teachers are committed to the teaching

profession include teachers observing teaching profession

rules and regulations, They motivate students to learn, They

have a sense of school ownership, Teachers are prepared all

the time, They are committed to the teaching profession,

They’re always ready to acquire new knowledge, They

collaborate and corporate among themselves among others.

34
2. The problems that decrease teachers’ commitment to the

teaching profession include Teachers working too many roles

at the same time, Teachers being made accountable for more

than they should, No time to deal with bodily functions,

Excessive paperwork for data collection, among others.

3. The strategies to enhance teachers commitment includes

prompt and regular payment of teachers, creating a conducive

working environment for teachers and providing the necessary

and required instructional materials for teachers among

others.

35
 CHAPTER FIVE

DISCUSSION OF FINDINGS

This chapter focuses on the discussion of findings and it is treated

under the following headings:

- Discussion of the findings

- Implication of the findings

- Recommendations

- Limitations of the study

- Suggestion for further study

- Summary

- Conclusion

Discussion of Findings

The result of the findings in table 1 indicates that the primary

school teachers agree with the strategies to show the extent to

which they are committed to the teaching profession. In table 1, 8

items were presented and analyzed, the respondents agree with the

whole as the strategies to show the extent to which teachers are

committed to the teaching profession and they includes; teachers

observe teaching profession rules and regulations, they motivate

36
students to learn, they have a sense of school ownership, teachers

are prepared all the time, they are committed to the teaching

profession, they’re always ready to acquire new knowledge, they

collaborate and corporate among themselves, they always work

hard to cover the scheme of work.

The result of the findings in table 2 shows the problems that

decrease teachers’ commitment to their teaching profession. Among

these problems are teachers working too many roles at the same

time, teachers being made accountable for more than they should,

no time to deal with bodily functions, excessive paperwork for data

collection, among others. The involvement of teachers in decision

making is in line with Oraesi (2005) served that we have some

teachers whose lack of preparation disqualifies them from meeting

the intension of specialization; Also, that teacher’s love taking part

in the decision making in the school. This indicates that lack of

specialization can disqualify teachers from being professionals,

affect their output and subject them to intimidation.

The result of the findings in table 3 shows that primary school

teachers agree with the items as the strategies that would enhance

their commitment to the teaching profession. In table 3, 8 items

37
were analyzed, 6 items scored above the decision level of 3.0. This

shows that the 6 items were accepted as the strategies that will

enhance teachers’ commitment to their profession. These strategies

includes prompt and regular pay of teachers’ salary, a unique

salary scale for teachers, development of a good reward system for

teachers, provision of infrastructural facilities to schools. Okpala,

(2006) posited that teachers lack commitment and perform poorly

in their teaching job because of some hygienic factors which

includes that the salary scale for teachers are very low and that

teachers are not paid early enough. Also from the finding, creating a

conducive working environment is also a strategy that will enhance

teaching profession and supporting their view is (Olueyi, 2008);

teachers will remain uncommitted to their job until the education

sector is provided with an enabling working environment.

Implications of the Findings

From the table and discussions, it became obvious that if teachers’

salaries are improved on, working condition enhanced, in-service

training covered and teachers’ services training like workshops and

seminars that teachers will become more committed and they will

38
ultimately increase or rather influence positively the quality of their

research and teachings.

Recommendations

Based on the findings of the study and implications of the study,

the following recommendations were made:

1. The ministry of education, all education agencies, Nigeria

Union of Teacher (NUT), principals, parents and the society

should ensure that these strategies are utilized to motivate

teachers.

2. Government should improve the conditions of service of

teachers. The office of the teachers should be spaced,

furnished and equipped with the necessary office equipment.

3. The advocated teacher’s salary scale (T55) should be put in

place by the government in charge of the various schools

either federal or state government.

4. The government should provide the necessary instructional

materials to various schools for improved teaching and

learning.

39
 5. Teachers on their own part should match the government

efforts in improving the anomalies with commitment and

loyalties.

Limitation of the Study

1. The effect of the pandemic (Covid-19) on the researcher made

it difficult for the researcher to connect with the teachers in

the Aguata Education zone.

2. The financial strength of the researcher was not buoyant

enough to cover the transport cost of going to various schools

to meet the respondents.

The researcher if not constrained by pandemic and finance,

would have covered the entire schools in Aguata zone.

Suggestion for Further Study

Based on the recommendation, further research should be

conducted on the following topic:

1. The challenges faced by teachers and the teaching profession

2. The role of Nigerian Union of Teacher (NUT) in

professionalizing teaching.

3. The roles of teachers in the society.

40
Conclusion

From the findings and general outlook of this study, it is concluded

that primary school teachers share the same view on the strategies

that would improve their commitment to the teaching profession.

The strategies and techniques deal mostly with ensuring that

enough funds is available to the education sector for payment of

salaries and to carter for diversify needs of teachers and the

teaching profession. Teachers are also of the view that these

strategies will be implemented when vital measures have been

applied to enhance teaching profession and invariably lead to

teachers’ job satisfaction, school effectiveness and quality education

in general.

Summary

The study was carried out to investigate into the strategies for

improving teaching profession and teachers’ commitment in

primary schools in Aguata Education zone. A descriptive survey

research design was used to assess the opinion of the primary

school teachers in the education zone which has 1,291 teachers in

the three local governments that made up the education zone and

41
the sample is 200 selected using simple random sampling. A four

point Likert type scale questionnaire was used for data collection.

A review of literature related to the study was conducted to give the

researcher an intuition on what to do. For this theoretical and

empirical evidence were reviewed. A 26 item questionnaire on the

strategies for improving the teaching profession and teachers’

commitment in primary schools (SITPTC) was used to obtain

information from 200 teachers of the government owned primary

schools in the education zone. Based on the result, the following

findings were made:

1. The extent to which teachers are committed to the teaching

profession is determined by the way teachers observe teaching

profession rules and regulation, how they motivate students to

learn, their preparedness and commitment towards teaching

profession.

2. The problems that decrease teachers commitment to the teaching

profession in primary schools includes teachers working many

roles at the same time, lack of good working condition, applying a

prescribed curriculum to all types of pupils, no time to deal with

bodily function.
42
3. Strategies to enhance teachers commitment include prompt and

regular pay of teachers, creating conducive working environment

for teachers and providing

43
 REFERENCES

Adedeji S. O. &Olaniyan, O. (2014). Improving the conditions of

teachers and teaching in rural schools across African
countries. UNESCO-IICBA: Addis Ababa-Ethiopia.

Adeyemo, S.A. (2010). Teaching/ learning physics in Nigerian

secondary school: The curriculum transformation, issues,
problems and prospects. International Journal of Educational
Research and Technology, (1), 99^111

Adeyinka, A, Asabi, O, & Adedotun, O. (2013). Teachers’ motivation

on students’ performance in mathematics in government
secondary school Markurdi Local Government Area.
International Journal of Humanities and Social Science
Invention, 2(5),!35^41.!

Adusei, H., Jacob, O., Manukure, P., &Cudjoe, J. (2016). “If I

should stop teaching now where will I go?” Turnover intentions
among high school teachers in Ghana. 17 (3), 263-271.

Aina, J. K. (2013a). Integration of ICT into physics learning to

improve students’ academic achievement: Problems And
solutions. Open Journal of Education, 1(4), 117-121.

Aina, J. K. (2013b). Effective Teaching and Learning in Science

Education through Information and Communication
Technology [ICT]. IOSR Journal of Research And Method in
Education, 2(5);43-47.

44
Aina, J. K., & Adedo, G.A. (2013). Correlation between continuous
Assessment (CA) and Students’ performance in physics.
Journal of Education and Practice, 4(6), 6^9.

American Association of Physics Teachers (2009). Education,

qualifications, and professional development of secondary
school physics teachers. College Park, MD, USA: Author.

Anderson, L.W. (2004). Increasing teacher effectiveness. UNESCO:

International Institute for Educational Planning. Fundamental
of Educational Planning-79.

Bandura, A. (1993). Perceived self-efficacy in cognitive development

and functioning. Educational Psychologist, 28(2), 117–148.

Barnes, G.L.V. (1998). A comparison of Self-efficacy and teaching

effectiveness in pre-service string teachers. (Doctoral thesis).
Ohio state university, USA.

Barrett, A. (2007). “Beyond the Polarization of Pedagogy: Models of

Classroom” Practice in Tanzanian Primary Schools, in
Comparative Education, 43 (2), 273 -294.

Betweli, O. (2013). The nature of teacher professional misconduct in

Tanzania public primary schools: The case of Sumbawanga
Municipality and Rural Districts. International Journal of
Education, 5(1), 81-93.

Bray-Clark, N.,& Bates, R. (2003). Self efficacy beliefs and teacher

effectiveness: Implications for professional development. The
Professional Educator, 26(1), 13-22.

45
Caballero, J.A.R. (2010). The effects of teacher-student relationship,
teacher

Ceyhum, O., & Erodogan, K. (2013). Adaptation of Attitudes toward

Educational Measurement Inventory (ATEMI) To Turkish. E-
International Journal of Education Research, 4(2), 29-47.

Christiana, O. (2009). Influence of motivation on students’

academic performance. Medwell Journals, 4(1), 30-36.

Crouch, C.H, Watkins,J., Fagen, A.P. & Manzur, C. (2007). Peer

Instruction: Engaging students One-on-one, all at once.
Research-Based Reform of University Physics. Retrieved from
www.mazur.harvard.edu/sentFiles/ Mazurpubs 537. pdf.

Dares salaam. Makunja, G. (2016). Challenges facing Teachers in

Implementing Competence-Based Curriculum in Tanzania:
The case of Community Secondary Schools in Morogoro
Municipality. International Journal of Education and Social
Science, 3 (5). Retrieved from www.ijessnet.com on May,
2017.

Darling-Hammond, L. (2010). Evaluating teacher effectiveness. How

Teacher Performance Assessments Can Measure and Improve
Teaching. Center for American Progress.

Duze, C. O. (2012). The Changing role of School Leadership and

Teacher Capacity Building in Teaching and Learning. Journal
of Emerging Trends in Educational Research and Policy
Studies. 3 (1), 111-117.

46
Emmanouil, K., Osia, A. & Paraskevi-Ioanna, L. (2014).The impact
of leadership on teachers’ effectiveness. International Journal
of Humanities and Social Science, 4, 7(1) 34-39.
www.ijhssnet.com/journals.

Good, (2015) School, Family, and Community Partnerships:

Preparing Educators and Improving Schools. Boulder, CO:
Westview Press Expectancy and culturally-relevant Pedagogy
on student academic achievement. (Doctoral thesis,
University of Redlands, USA) Retrieved from
http://udini.proquest.com/ student-goid:897551383/

Kalagbor, D. L. (2016). An analysis of factors Influencing Students’

Academic Performance in Public and Private Secondary
Schools in Rivers states. Nigeria. Journal of Education and
Practice. 7 (28), 96-101.0

Kunter, M., Klusmann, U., Baumert, J., Richter, D.,Voss, T. &

Hachfeld, A. (2013). Professional Competence of Teachers:
Effects on Instructional quality and Student Development.
Journal of Educational Psychology, 105 (3), 805–820. DOI:
10.1037/a0032583.

Lacy, Becker & Real (2011). Nyerere on Education: Selected essays

and Speeches 1954- 1998.HakiElimu:

Malunda, P. Onen, D.Musaazi, J. C. S. & Oonyu, J. (2016).

Instructional Supervision and the Pedagogical Practices of
Secondary School Teachers in Uganda. Journal of Education
and Practice, 7 (30).

McKee, M. & McArdle, H. (2007). Notions of teacher professionalism

in the context of a racially divided society: the case of South
Africa”, in K Lewin, M Samuel and Y Sayed (eds.) (2003)
47
 Changing patterns of teacher education in South Africa:
policy, practice and prospects. Johannesburg: Heinemann,
273-283.

Mette L. N., Nieuwenhuizen, L. & Hvidston, D. J. (2016). Teachers’

perceptions of culturally Responsive Pedagogy and the Impact
on Leadership Preparation: Lessons for future reform Efforts.
International Journal of Educational Leadership
Preparation.11 (1).

Mfaume, H. Bilinga, M. (2017). Prevalence of Teachers Professional

Malpractices in Tanzanian Public Secondary Schools: What
ought to be done? Journal of Education and Training Studies,
5 (2).

Mkumbo, K. (2012). Teachers‟ Commitment to and Experiences of

the Teaching Profession in Tanzania: Findings of Focus
Group Research. International Education Studies, 5(3), 222-
227.

Modebelu, M. G. (2007). Responding to Workplace Absenteeism in

Tanzania: The case study of Public and Private Schools in
Ilala Municipality and Mkuranga District. International
Journal of Educational Leadership and Management, 5 (1),
85-108.

Murithi, W.E (2010). Challenges Principals face in Enhancing

Student Discipline in Secondary Schools in Tagania District.
Kenya: Chuka University Kenya.

Nwachukwu, C.O & Nworgu, B.G (1991). Development, enhancing

and sustaining interest in the teaching and learning of
mathematics in primary schools. In Nworgu, B.G &Emenogu,
B. C (Eds), the Nigerian primary education system: trends,
48
 issues and strategies for improvement. Onitsha: Etukokwu
Publishers.

Nworgu, B. G (2003). Educational measurement and evaluation:

theory and practice (reviewed). Nsukka: University Trust
Publishers.

Nworgu, B. G. (2015). Educational research, Basic issues and

methodology. Ibadan; wisdom publishers Limited.

Northouse, P. G. (1997). Leadership: Theory and Practice. Sage

Publications, Thousand Oaks.

Ofoegbu, F. I. (2014). Teacher Motivation: A Factor for Classroom

Effectiveness and School Improvement in Nigeria. Gale
Group. Retrieved June, 2017 from
http://www.findArticles.com.

Oje, P. (2007). Social studies education in national development in

Nigeria; Ibadan, craft books limited.

Okafor, P. C. (2014). Teaching practice and microteaching in

Nigeria. Common publishers Owerri.

Okorie, (2005). The relationship between learning effectiveness,

teacher competence and teachers’ performance madrasah
Tsanawiyah at Serang, Banten, Indonesia. Higher Education
Studies, 6 (1).

Omotayo and Ajayi, (2013).The effectiveness of teacher’s service

department in promoting secondary school teachers’ moral
49
 and ethical values in Tanzania: A case of Rufiji District
Council. Mzumbe University. Available from;
scholar.mzumbe.ac.tz/bitstream/handle//MSc_HRM

The United Republic of Nigeria (2003).The public service regulatory

and the public service scheme. Dar Es Salaam: URT Printer.

The United Republic of Tanzania (2012-2016). Ministry of

education, science and technology: Basic Education Statistics
in Tanzania (BEST). National Data.

TRCN, (2007). Major constraints to effective teaching and learning

in the Nigerian school. Ibadan, Spectaim books. 52-60

Twaweza, (2013). Form Four Examination Results: Citizens report

on the learning crisis in Tanzania.
[email protected] www.twaweza.org/sauti
UWEZO (2010). Are our children learning? Available at
http://www.uwezo.net

Uwezo (2015). Does Teacher Availability Matter? Evidence from

Uwezo East Africa Study Data. Journal of Contemporary
Issues in Education,10 (1), 46-60.

Yanusa, (2013). The making of curriculum, theory, process, product

and evaluation, Onitsha Noble Graphic Press Limited.

50
 APPENDIX I

QUESTIONNAIRE

Department of Earlychildhood &

Primary Education
School Of Education
Federal College of Education (T)
P.M.B 0189,
Umunze,
In Affiliation with Nnamdi Azikiwe
University
Awka,
Anambra State.
Dear Respondent,

Questionnaire for Teachers

I am a final year student of the above department, carrying out a

research on the topic; “Strategies for Improving Teaching
Profession and Teachers’ Commitment in Primary Schools in
Aguata Education Zone.”

I solicit your sincere response and co-operation which will help to

complete the research effectively. I plead with you to mark your
answer objectively. Be assured that your response will be received
confidentially and will be used only for the purpose of the research.

Thanks for your co-operation.

Yours faithfully
Chiadi Gloria C.
(Researcher)
51
 Section A

Personal data:____________________

Name of school:____________________

Sex: Male (_) Female(_)

Age:_____________________

Class:____________________

Section B

Instruction: Kindly tick () in the column which is the most

appropriate for your option.

Key II

Strongly agree SA

Agree A

Disagree D

Strongly Disagree SD

52
Research Question One

What are the strategies to enhance teachers’ commitment in

the teaching profession in public primary schools in Aguata

education zone?

S/N ITEMS SA A D SD

1 Prompt and regular payment of teachers’ salary.

2 A unique salary scale for teachers

3 Development of good reward system for

teachers

4 Provision of infrastructural facilities in schools

5 Creating a conducive working environment for

teachers

6 Provision of staff bus for teachers

7 Providing teachers with a well equipped and

furnished office space

8 Providing the necessary and required

instructional materials for teachers.

53
Research Question Two

What are the problems that decrease teachers’ commitment to

the teaching profession in public primary schools in Aguata

Education Zone?

S/ ITEMS SA A D SD

9 Lack of teamwork, empathy and support

between pupils.

10 Teachers working too many roles at the same

time.

11 Not enough time to plan.

12 Teachers being made accountable for more

than they should.

13 No time to deal with bodily functions.

14 Excessive paperwork for data collection.

15 Keeping up with the expectations of school

admins.

16 Applying a prescribed curriculum to all types

54
 of pupils.

17 Lack of in-service training for teachers.

18 Lack of good working condition.

Research Question Three

To what extent are teachers committed to their teaching job in

public primary schools in Aguata Education Zone?

S/N ITEMS SA A D SD

19 Teachers observe teaching profession rules and

regulations.

20 They motivate students to learn.

21 They have a sense of school ownership.

22 Teachers are prepared all the time.

23 They are committed to the teaching profession.

24 They’re always ready to acquire new knowledge.

25 They collaborate and corporate among

themselves.

26 They always work hard to cover the scheme of

55
 work.

APPENDIX II

POPULATION OF TEACHERS FROM SCHOOLS IN AGUATA

EDUCATION ZONE

S/N NAME OF SCHOOL NO OF TEACHERS

1 Central School Achina 5
2 Primary school Eke Achina 5
3 Obinikpa school Achina 5
4 Progressive school Achina 4
5 Central School Aguluezechukwu 7
6 Community school Aguluezechukwu 9
7 Primary school Aguluezechukwu 6
8 Obiofia primary school Aguluezechukwu 3
9 Central School Akpu 8
10 Egbuike primary school Akpu 4
11 Combine primary school Akpu/Achina 8
12 Udoka primary school Akpu/Achina 7
13 Central School Amesi 8
14 Community school Amesi 11
15 Primary school Agba Ekwulobia 5
16 Central School Ekwulobia 11
17 Efosie primary school Ekwulobia 7
18 Primary school Eziagwu Ekwulobia 4
19 Community school Ekwulobia 8
20 Nwannebo primary school Ula- Ekwulobia 9
21 Umuezennofor primary school Ekwulobia 6
22 Akpunoji primary school Ezinifite 9
23 Anuli community primary school Ezinifite 4

56
24 Central School Ezinifite 6
25 Igwebuike primary school Ezinifite 5
26 Nwahia primary school Ezinifite 9
27 Ogbugbogu community primary school Ezinifite 8
28 Town school Ezinifite 6
29 Amakpu primary school Ngo Igboukwu 14
30 Community school Obiuno Igboukwu 7
31 Ezihu Primary school Igboukwu 7
32 Central School Igboukwu 4
33 Primary school Ngo Igboukwu 7
34 Obigbo Central School Igboukwu 7
35 Ogwugwugu Community school Igboukwu 8
36 Primary school Ifite Igboukwu 10
37 Primary school Obuno Igboukwu 7
38 Town school Igboukwu 9
39 Union primary school Igboukwu 6
40 Community school Ikenga 11
41 Amoji Primary school Isuofia 13
42 Central School Isuofia 6
43 Community primary school Isuofia 6
44 Ikemere primary school Isuofia 4
45 Primary school Isuofia 5
46 Central School Nkpologwu 6
47 Central School Nkpologwu 9
48 Primary school, Nkpologwu 9
49 Central School Oraeri 6
50 Central School Uga 6
51 Community school Uga 5
52 Ezinkwo primary school Uga 7
53 Mbalaoye primary school Uga 10
54 Nwagwazi primary school Uga 4

57
55 Oganiru primary school Uga 7
56 Oka community primary school Uga 6
57 Otiogbatu primary school Uga 8
58 Okwute primary school Uga 6
59 Central School Umuchu 7
60 Community school Umuchu 7
61 Central School Ibughubu Umuchu 4
62 Community school Achalla Umuchu 7
63 Community school Ibughubu Umuchu 6
64 Mbarafor primary school, Akwukwa Umuchu 6
65 Ogbanmgba primary school, Akwukwa Umuchu 5
66 Primary school Umuchu 7
67 Primary school Ibughubu Umuchu 8
68 Primary school Umuona 5
69 Special foundation center Umuchu 6
70 Model primary school Ezioka Isuofia 9
71 Egbuike migrant farmers school Akpo 5
72 Obinikpa migrant farmers school, Achina 4
73 Migrant farmers school, Obuno Igboukwu 6
74 Ndikpa migrant farmers school Umuchu 5
TOTAL 504
Source: Aguata Local Government Headquarters Education Unit (2020)

58
 APPENDIX III

POPULATION OF TEACHERS IN ORUMBA SOUTH

S/ NAME OF SCHOOL NO OF TEACHERS

1 Central School Agbudu 7

2 Community school Akpu 7

3 Primary school Akpu 6

4 Community school Enugwu Umuonyia 7

5 Central School Eziagu 7

6 Central School Ezira 7

7 Community school Ezira 9

8 Primary school Ezira 7

9 Community school Ihite 6

10 Primary school Ihite 7

11 Central School Isulo 6

12 Primary school Isulo 7

13 Central School Nawfija 7

14 Community school Nawfija 9

15 Community school Nkerehi 7

59
16 Central School Ogboji 9

17 Primary school Ogboji 7

18 Community school Ogbunka 10

19 Ikpeebu Central School Ogbunka 7

20 Primary school Umunobe 10

21 Primary school Onneh 7

22 Egbeagu primary school Owerre-Ezukala 9

23 Ihie primary school Owerre-Ezukala 7

24 Okegbe primary school Owerre-Ezukala 6

25 Aladinma primary school Umunze 7

26 Central School Umunze 9

27 Community school Umunze 9

28 Igwebuike Central School Umunze 7

29 Ishingwu Central School Umunze 7

30 Nsogwu school Umunze 7

31 Nwikpa education school Umunze 8

32 Oganiru primary school Umunze 6

33 Ozara primary school Umunze 8

34 Primary school Umunze 7

60
35 Ugwunano primary school Umunze 11

36 Uragu primary school Umunze 9

37 Central School Umuomaku 7

38 Community school Umuomaku 7

39 Okwute primary school Umuomaku 6

40 Oma/Ogbu High School Nawfija 13

41 Umuawahia Memorial school Nawfija 7

TOTAL 314

Source: Orumba South Local Government Headquarters, Education Unit (2020)

61
 APPENDIX IV

POPULATION OF TEACHERS IN ORUMBA NORTH

S/N NAME OF SCHOOL NO OF TEACHERS

1 National school Ajalli 11

2 Community primary school Umuagosite Ufuma 7

3 Community primary school Ikenga Ufuma 4

4 Community school Ikenga 8

5 Central primary school Amaetiti 6

6 Central primary school Ifite Nanka 15

7 Central primary school Ndikelionwu 9

8 Central primary school Ndiokpalaeze 6

9 Central primary school Awgbu 7

10 Central primary school Ndiowu 9

11 Central primary school Oko 17

12 Central primary school Okpeze 9

13 College primary school Oko 10

14 Community primary school Agbiligba Nanka 7

15 Community primary school 11

16 Community primary school, Awa 6

17 Community primary school Awgbu 10

18 Community primary school, mama Ndiukwuenu 8

19 Community primary school Mbato 9

20 Community primary school, mama Ndiokpalaeze 8

62
21 Community primary school Ndiokpalaeze 9

22 Central primary school Ndiokpalaeze 9

23 Eastern primary school, Ndiowu 9

24 Community primary school Ifite Nanka 16

25 Central primary school Agbiligba Nanka 10

26 Community primary school, Amako- Nanka 11

27 Ishingwuagu community primary school, Nanka 11

28 Okpolonambia community primary school Nanka 7

29 Primary school Agbiligba Nanka 17

30 Primary school Enugwu Nanka 9

31 Primary school Nkwogu- Nanka 10

32 Central primary school Oko 7

33 College primary school Oko 8

34 Ezene primary school Oko 7

35 Okoko primary school Oko 14

36 Okwute primary school Oko 9

37 Primary school Oko 12

38 Central School Okpeze 9

39 Community primary school Omogho 10

40 Community primary school Umuagosite Ufuma 8

41 Community primary school Ufuma 18

42 Community primary school Umuoge Ufuma 9

43 Community primary school Umuoyiba Ufuma 8

63
44 Primary school Umuoyiba Ufuma 6

45 Primary school Enugwuabo Ufuma 5

46 Primary school Ufuma 6

47 Central primary school Ndikelionwu 10

48 Community primary school Ndikelionwu 10

49 Primary school Ndikelionwu 6

50 Town primary school Ndikelionwu 5

51 Community primary school Mbato 9

52 Government Education Authority Office 9

TOTAL 463

Source: Orumba North Local Government Headquarters, Education Unit (2020)

64
 APPENDIX V

SAMPLE OF TEACHERS IN AGUATA LOCAL GOVERNMENT

AREA

S/ NAME OF SCHOOL NO OF TEACHERS

1 Central School Achina 5

2 Community school Aguluezechukwu 9

3 Egbuike primary school Akpu 4

4 Progressive school Achina 4

5 Community school Ekwulobia 7

6 Central School Ezinifite 6

7 Community school Igboukwu 5

8 Primary school Isuofia 5

9 Central School Uga 6

10 Community school Ibughubu Umuchu 6

TOTAL 57

65
Source: Aguata Local Government Headquarters, Education Unit (2020)

APPENDIX VI

SAMPLE OF TEACHERS IN ORUMBA SOUTH LOCAL

GOVERNMENT AREA

S/ NAME OF SCHOOL NO. OF TEACHERS

1 Community school Agbudu 7

2 Community school Enugwo Umuonyia 7

3 Central School Eziagu 7

4 Central School Ezira 7

5 Community school Ihite 6

6 Central School Isulo 6

7 Community school Nawfija 7

8 Community school Nkerehi 7

9 Primary school Ogboji 7

10 Okegbe primary school Owerre-Ezukala 7

66
TOTAL 67

Source: Orumba South Local Government Headquarters, Education Unit (2020)

67
 APPENDIX VII

SAMPLE OF TEACHERS IN ORUMBA NORTH LOCAL

GOVERNMENT AREA

S/N NAME OF SCHOOL NO. OF TEACHERS

1 Central primary school Amaetiti 6

2 Central primary school Awgbu 7

3 Central primary school Ndiowu 9

4 Community primary school Awa 6

5 Community primary school, Mama Ndiukwuenu 8

6 Community Primary school, Ikenga 4

7 Community primary school Agbiligba Nanka 7

8 Central primary school Okpeze 9

9 Community primary school Omogho 10

10 Central primary school Ndikelionwu 10

TOTAL 76

Source: Orumba North Local Government Headquarters, Education Unit (2020)

68