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European Journal of <strong>Educational</strong> Studies 2(2), 2010In 1999, the Federal Government of Nigeria (FGN) introduced Free, Compulsory and Universal Basic Education(UBE) programme. This laudable programme characterized by smooth transition from primary education tosecondary education further increased primary and secondary school enrolments. For example, table 1 below showsstatistics of primary and secondary school enrolments as at 2005.Table 1: Shows Statistics of Primary and Secondary Education in Nigeria, 2005.(i) Primary School Level(a) Number of Primary Schools = 60,188(b) Number of Pupils Enrolled = 22,267,407(c) Number of Teachers = 591,291(d) Pupils – Teacher Ratio = 38:1(ii)Secondary School Level(a) Number of Secondary Schools = 10,913(b) Number of Students Enrolled = 6,397,581(c) Number of Teachers = 153,154(d) Students – Teacher Ratio = 42.1Sources: (a) Federal Ministry of Education (FME) 2007. Basic and Senior SecondaryEducation Statistics in Nigeria.(b) Federal Ministry of Education (2003), A Handbook of Information on BasicEducation in Nigeria.Table 1 revealed that primary and secondary school enrolments increased to 22,267,407 pupils and 6,397,581students respectively; in 2005. From these enrolment figures, one can conveniently say that enormous resources interms of manpower (teachers and supporting staff), time, fiscal and material resources are utilized at the primary andsecondary school levels of education in Nigeria.At this point in time, it is pertinent to realize that manpower is the most important resource in any organization.Hence perhaps, Harbison (1973:3) asserted that:… human resources – not capital, not income, not material resources – constitute the ultimate basis for the wealth ofnations, capital and natural resources are passive factors of production; human beings are the active agents whoaccumulate capital, exploit natural resources, build social, economic and political organizations and carry forwardnational development.Consequently, a teacher plays an indispensable role in the process of teaching and learning. In other words, he is thechange agent that harnesses other resources for production function. In support of this, Nwagwu (1998:182)emphasized that, “the concept of education by itself implies the existence of teaching and learning, hence themention of the word school evokes automatically the picture of teachers and students in an interactive environment.In Nigeria in general and Mid-Western states (i.e. Edo and Delta States) in particular, secondary schools are locatedin both urban and rural centres. Although these states are endowed with abundant natural resources like oil deposits,limestone and forest resources among others; they are however, poorly developed in terms of infrastructuralfacilities like good and lack of social amenities particularly in the rural areas. In support of this, the study conductedby Matthews, Carr and Hudson (2001) on teaching in rural and remote areas in Australia revealed that someconcerns may detract teaching graduates from working in rural locations in Australia. This aptly summarized theprecarious situation in rural areas in Mid-Western states of Nigeria, devoid of basic social amenities. Thisunwholesome situation seems to have degenerated into teachers’ militancy and youths unrest. In the same vein,88
European Journal of <strong>Educational</strong> Studies 2(2), 2010Ejiogu (1997:35) asked the question: “The Nigerian Teacher More Sinned Against Than Sinning?” He came to theconclusion that Nigerian teachers are still treated like beasts of burden, no matter their qualifications, status, and theeducation level where they operate. At times, he said, they are even treated like villains who are responsible for allthe problems and crises in the education system. In consonance with this, Nwagwu (1998:187) pointed out that,“They are sinned against by government, their employers whether public or private educational institutions, parents,society, and now even their own students who abuse and intimidate them, burn down their offices, cars and houses,or even rape their wives and children.” This aptly summarized the precarious situation secondary school teachers inparticular and teachers in Nigeria in general have found themselves.From the foregoing, one can conveniently say that accusing fingers are pointing to the teachers as the cause of thepersistent poor academic performance of secondary school students. In Mid-Western states, many secondary schoolsin both urban and rural centres have been derecognized by examination bodies, like the Western AfricanExaminations Council (WAEC), and the National Examinations Council (NECO) among others due to examinationmalpractices and abysmal poor academic performance.At this juncture, it is worthy of note that a number of factors have been ascribed to the poor academic performanceof students. For example, some people blamed the parents for failure to inculcate discipline and learning habit intheir children, yet others blamed the government for failure to provide adequate human material and fiscal resources,while others blamed the teachers for failure to teach the necessary knowledge, skills and behaviours to students.Some blamed the students and examination bodies for refusal to learn and for their failure to measure adequately theknowledge, skills and behaviours learned by students respectively.Whatever the factors are, the ultimate quality of education is determined by the teacher, as he transmits the value ofeducation to the student. In line with this, Merton (1957) in a paper titled “The Self Fulfilling Prophecy”, pointedout that, “a teacher’s expectation can and does quite literally affect a student’s academic performance.” Similarly,Aghenta (1998:44) emphasized that, “what the teacher does and how he does it are important in the determination ofquality of education. The teacher is equally important in the determination of quantity of education.” Hence, perhapsthe National Policy on Education (FGN, 2004:39) declared that “… no education system may rise above the qualityof its teachers.”From the foregoing, one can say that teachers as primarily responsible for the persistent poor academic performanceof secondary school students in Mid-Western states of Nigeria. Consequently there are allegations and counteraccusations that teachers are either under utilized or over utilized.The guide lines for the implementation of the 9-3-4 Education System (i.e. 9 years of universal basic education,three years of senior secondary education and fours years of tertiary education) recommended a minimum of 18periods per teacher per week and a maximum of 24 periods per teacher per week. In the same vein, Aghenta(1983:64) emphasized that, “It is true that a few are over worked but when the average is taken we discover thatteachers teach 15 periods out of 36-40 periods a week.” Furthermore, he pointed out that, “some teachers have noother assignment apart from the few classes they teach, but a few others in addition to heavy teaching loads arecharged with games, sports and students personnel administration etc.” Generally, however, our teachers are underutilized.” Similarly, Oyeka (2002) study titled “An analysis of resource management in public Secondary Schools inEdo state” revealed that, “teachers in urban secondary schools had an average weekly workload per teacher of 20periods, while those in rural secondary schools had an average weekly workload of 24 periods.” In consonance withthis, Nwagwu (1998:189) pointed out that, “In many states of the country today, some secondary school teachersteach as many as 30 periods a week, that is an average of 6 periods a day. In short, they teach from the time theyarrive to the time school closes, thus treating them like primary school teachers.”Consequent upon the foregoing, it becomes imperative to ascertain if secondary school teachers in Mid-Westernstates of Nigeria are either under utilized or over utilized, hence perhaps, the persistent poor academic performanceof their students. This study therefore, empirically examined the following research questions.1. What were the average weekly number of periods assigned to teachers in urban secondaryschools?2. What were the average weekly number of periods assigned to teachers in rural secondary schools?3. Were the urban secondary school teachers more utilized than the rural secondary school teachers?89
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