Teachers' Voice â Nigeria - VSO

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1.1 PURPOSE OF THE RESEARCH INTO TEACHERS’MOTIVATION IN NIGERIAThe motivation level of teachers is a significant factor in influencing the delivery of qualityeducation. It significantly affects attainment of learning outcomes in classrooms internationally.It determines the school environment; the quantity and quality of knowledge children receive;the level of skills to enhance the development of young minds; and the sense of security childrenfeel. The purpose of this research project is to:• discover Nigerian teachers’ perception of their profession – what motivates them, what factorsaffect their esteem and what would contribute to a boost in their spirits• uncover how other key educational stakeholders view education in Nigeria today and what theyperceive motivates teachers• support the dual efforts of government and other agencies in Nigeria to improve the quality andparticipation in education.1.2 RESEARCH METHODOLOGYThe Valuing Teachers research project is a qualitative exploration to assemble teachers’ feelingsand views about their profession. The research process, therefore, involved a number of differentqualitative methods of gathering data to obtain the findings of this report. These include focusgroup discussions, interviews, questionnaires, desk research and Theatre for Development (TFD)techniques (Theatre for Development is a method using drama as a tool to look deeper at thecauses and solutions of a problem in a community or organisation). The desk research wascarried out before and after the field research. A number of key education stakeholders wereinvolved in the development of the terms and reference of the research and they supported thelaunch of the research.VSO selected VSO volunteers across Nigeria for the Valuing Teachers research project on thebasis of where they, and VSO resources, were situated. Participants were then invited forinterviews with the local and state education boards, prior to the arrival of the research team.VSO Volunteers aided the facilitation of interviews and focus group discussions, and wrote uptheir findings.The research team, including VSO volunteers, representatives of CSACEFA and members of theCentre for Research and Documentation (CRD), conducted 36 focus group discussions in 10states of Nigeria – Nassarawa, Federal Capital Territory, Kaduna, Enugu, Gombe, Kebbi, Niger,Osun, Plateau and Kano – and held two community TFD workshops in Baylelsa and Akwa Ibomstates, representing the six geopolitical zones (below). The participants in the focus groupdiscussions were primary and lower secondary school teachers of public, private, nomadicand special needs schools. They provided a base of quantitative data for research. The researchteams grouped participants according to gender and held the discussions separately witheach group.The research teams held numerous interviews with key stakeholders in the Nigerian educationsector: head teachers; LGEA and SUBEB representatives; confederates of the NUT,parent–teacher associations, Teachers Registration Council Nigeria, the NCCE, educationofficials, and education specialists. These stakeholders divulged crucial insights into Nigerianeducational policies.As part of the research VSO Nigeria examined and evaluated the current views and opinionsexpressed by individuals, aid agencies and the FME on Nigerian education (EFA (Nigeria), 2006:5). It has enriched our perspective and enforced our awareness of the recognition of all partiesconcerned that change is vital for Nigeria’s education system to benefit the children and youth.Teachers and head teachers validated the information used in this report during the focus groupdiscussions and interviews, while key stakeholders partook in a one day validation process,where they examined the key issues raised by the teachers in this report. The stakeholders wereinvited to read the report and give feedback on its validity. Through this process this report wascorroborated.10
1.3 SCOPEThis research report represents a variety of schools and communities – rural and urban;government and private; nomadic and special needs in the six geopolitical zones of Nigeria, i.e.North Central, North East, North West, South East, South West, South South and FCT.1.3.1 NORTH CENTRALFocus group discussions were held in Nassarawa, Kaduna, Plateau and Niger with participantsof six schools – two urban and four rural in Nassarawa; one nomadic and one rural in Kaduna;four private schools, both rural and urban, in Plateau; and one private school in Niger state. Theresearch teams interviewed the Local Government Education Authority (LGEA) and SUBEBrepresentatives, school inspectors and VSO volunteers each working in a college of education(CoE) in Plateau and Nassarawa state.1.3.2 NORTH EASTFocus group discussions (Appendix 2) were undertaken by a research team in one urban and onerural school in Gombe State. Interviews were held with LGEA and SUBEB representatives.1.3.3 NORTH WESTFocus group discussions were carried out in a public school for children with disabilities andspecial needs and in a rural school in Kebbi State. SUBEB and LGEA representatives wereinterviewed.1.3.4 SOUTH EASTFocus group discussions were carried out in Enugu State in one rural and one urban school.Several one-to-one interviews with a variety of stakeholders were conducted here, includingLGEA and SUBEB representatives.1.3.5 SOUTH WESTFocus group discussions were conducted in Osun State in one rural and one urban school, andinterviews were held with representatives of the SUBEB and LGEA.1.3.6 SOUTH SOUTHCommunity focus group discussions in Bayelsa and Akwa Ibom States, using TFD techniques,to represent the South South’s viewpoint.1.3.7 FEDERAL CAPITAL TERRITORYFocus group discussions in two private schools for children with disabilities and special needswere conducted. A variety of schools, both private and government, were visited; head teacherswere interviewed and teachers participated in written questionnaires. Numerous stakeholderinterviews were conducted in this region, as this is the nucleus of Nigeria where many groupsare represented nationally.1.3.8 TEACHERS INVOLVED IN THE RESEARCHThe 182 teachers who participated in the focus group discussions were randomly but exclusivelyselected from primary and junior secondary schools. Early childhood education, seniorsecondary and adult education institutions are not part of this research. Age group andeducation backgrounds differ greatly among the teachers, ranging from early twenties to latefifties. Some teachers have only just started their careers, while others are concluding it. Themajority, however, has more than 10 years of experience and represented various personalities.11
Page 1: TEACHERS’ VOICEA POLICY RESEARCH
Page 4 and 5: ACKNOWLEDGEMENTSI would like to beg
Page 7: SUMMARY OF RECOMMENDATIONSThe facto
Page 12 and 13: 1.4 PRACTICAL CHALLENGESStrikes in
Page 14 and 15: This enlightenment and enthusiasm i
Page 16 and 17: The consequences of this neglect ar
Page 18 and 19: 3 TERMS AND CONDITIONS“Why teache
Page 20 and 21: On top of the standard reductions f
Page 22 and 23: These days, teachers often find it
Page 24 and 25: • The NCCE should ensure that eve
Page 26 and 27: 4.1.4 RECRUITMENT, POSTING AND PROM
Page 28 and 29: “Lecturers do very little lecturi
Page 30 and 31: introductions, so we got to see wha
Page 32 and 33: 5.3.4 THE ROLE OF HEAD TEACHERS: RE
Page 34 and 35: PARTICIPATION: STAKEHOLDERS’ VIEW
Page 36 and 37: 5.6 POLICY COHERENCE AND COMMUNICAT
Page 38 and 39: The teachers highlight that due to
Page 40 and 41: Nigeria is the fastest growing coun
Page 42 and 43: Teachers assert that this is not on
Page 44 and 45: 7.3.4 DISCIPLINE OF STUDENTS: STAKE
Page 46 and 47: 8.2.2 TEACHERS’ STATUS: TEACHERS
Page 48 and 49: Teachers argue that these factors d
Page 50 and 51: MOTIVATING FACTORS continued• Cor
Page 52 and 53: Teachers identify some of the trait
Page 54 and 55: CONCLUSIONTeachers are ready for ch
Page 56 and 57: BIBLIOGRAPHYAfe, John O. (2002) "Re
Page 58 and 59: We feel one of the most important v
Page 60 and 61:
APPENDIX 3 FOCUS GROUP DISCUSSION S
Page 62 and 63:
What makes you feel good/happy/moti
Page 64 and 65:
APPENDIX 7: FORMAT FOR WRITING ANAL
Page 66 and 67:
Factors highlighted by each group i
Page 68 and 69:
10 What would motivate teachers?11
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