Teachers' Voice – Nigeria - VSO

1.4 PRACTICAL CHALLENGESStrikes in some states meant teachers in these public schools could not participate.1.5 ORGANISATION OF THE FINDINGSThere were many steps in the qualitative analysis of the findings of the research projectto categorise factors and link them to possible solutions. The voices of the participants arerepresented in the report in the form of quotes and through generalisations drawn fromthe research process. Where possible, solutions suggested by stakeholders at all levelsare presented.The findings are grouped into six main themes, divided into sub-themes. Each theme is outlinedin a separate chapter in the report:1. Terms and conditions: covers the financial benefits that teachers receive, facilities they haveand the conditions under which they are hired. This section also highlights the various conditionsof teachers at different levels.2. Human resource management: discusses the different issues related to human resources –appointments, promotions and appraisal systems.3. Policy processes: investigates different education policies on supervision, support and guidance;teacher training; head teachers; teacher numbers; participation, transparency andaccountability; and policy coherence and communication.4. School environment: examines how teaching and learning materials and school facilities affectteachers’ motivation.5. Students and equity: looks at special needs teaching and highlights the interaction betweenstudents and teachers with motivation. It also looks at the discipline of students.6. Teachers’ voice and status: explores the role of the unions in education development and howteachers’ status affects their motivation. It also looks at the relationship between teachers andcommunities.For each theme’s components, the policy framework; teachers’ and other stakeholders’ viewswere examined; and recommendations presented to address the issues raised.12