Availability Of Qualified Teacher In Effective Teaching And Learning Of English Language In Junior Secondary School
(Case Study Of Enugu Educational Zone, Enugu State)
The availability of qualified teachers significantly impacts the effectiveness of teaching and learning English language in junior secondary schools. Competent educators with expertise in language instruction foster a conducive learning environment, where students can develop essential language skills such as reading, writing, listening, and speaking. These proficient instructors employ diverse pedagogical approaches tailored to students’ needs, including interactive activities, multimedia resources, and differentiated instruction. Moreover, knowledgeable teachers facilitate comprehensive language acquisition by integrating language components like grammar, vocabulary, and pronunciation into engaging lessons. Their proficiency in English language teaching methodologies enhances students’ comprehension and fluency, thereby promoting academic achievement and language proficiency among junior secondary school students.
This study seeks to evaluate the availability of qualified teachers for effective teaching and learning of English language in our junior secondary schools using schools in Enugu zone in Enugu state as our focal point. Pragmatist theory which is a philosophical example of innovation based on policy orientation and abstract world view, pure ideas as the Yardstick (tool) for assessment, teaching and learning of English language was adopted as our theoretical framework. Our method of data collection is primary sources which helps us to organize the information in quantitative form.
Two hypotheses tested are that we lack qualified teachers in English language in Enugu zone and that performance of students in English language is poor.
The study recommends that the ministry of education will sit up and take the bull by the horn in nipping it in the bud the endemic problem. Non-dedicated and incompetent teachers should be shown the way out while provisions will be made for the reward of teachers and students to enhance greater performance output and productivity.
Title page i
Approval page ii
Certification iii
Acknowledgement iv
Table of Contents vi
Abstract viii
CHAPTER ONE
Background of the study 1
Statement of the problem 3
Significance of the study 5
Research question 6
Research hypothesis 6
Scope of the study 7
Limitations of the study 7
CHAPTER TWO
Literature Review 8
Introduction 8
The role of education ministry in a changing society 21
CHAPTER THREE
Research methodology 27
Sources of data 27
Primary sources of data 27
Secondary sources of data 28
The population of the study 29
Method of data collection 29
Questionnaire design distribution and collection 30
of responses
Distribution and collection method 30
Method of data analysis 31
CHAPTER FOUR
Data presentation and analysis 32
Analysis of the research questions 32
CHAPTER FIVE
Summary of the findings 41
Conclusion of the findings 44
Recommendation of the findings 51
References 54
Appendix 58
BACKGROUND OF THE STUDY
Contemporary education is an indispensable asset and factor in the solution of the modern equations whether in terms of individual self actualization, socio-economic needs, natural development and consolidation or modification of the attitudes and behaviour of our children. But education like other important human enterprise and human condition stems from the fact that it provides comprehensive interpretation of the fundamental issues and the events that are pertinent to them.
These philosophies are built around the teacher, environment and the students who are the cardinal pillars or reasons behind its success. In the classroom the teacher performs the very important functions of instructions and evaluation of the pupils, control of the class, creation of congenial atmosphere for learning and motivating the children to learn.
Ukeje (1984) but outside the classroom the role changes and with the importance attached to
each of the child’s functions in the class room. He now performs consciously or unconsciously the important function of socializing the school and the community.
Madukwe (2008); has it that the teacher is expected to participate actively in the extra curricular activities of a varied and different set of situation. Onimode (2008) has it that even though , the teacher may enjoy the goodwill of the pupils/students, his relationship with the students where he is expected to be less disapproving, less authoritarian, less formal, more friendly and accommodation may be appealing. Having gone through all these, we see that such human phenomenon no longer exists in Enugu state public schools and that is the reason why education viz – a – viz learning is foreseen to be relegated to the background.
All the qualities highlighted above which are deemed as techniques every teacher is expected of is lacking and may be environmentalistic in nature or humanistic. Be that as it may this study may profer solution for them.
STATEMENT OF THE PROBLEM
One of the major challenges facing effective teaching and learning in Nigeria is non-availability of qualified teachers. Statistics have shown
that our tertiary institution and teaches training institutions have been yearly mass producing and doling out teachers at astronomical quantum, yet their impacts are not felt at the classroom and examination level.
The performance of our students in the 2009 WAEC and NECO examinations has not been impressive. In the last 2009 NECO General Certificate Examination (GCE), only 1-8 percent of the 236,613 that sat for the examinations across 1,708 centres in the country has five credit passes, mathematics and English language inclusive. In the same year, the candidates that sat for the senior secondary school examinations did not do any better. Out of the 1,373,009 candidates that failed the examinations, 25.99 percent of them had five credit passes in five subjects, mathematics and English language inclusive.
On the other hand, out of 1,184,907 candidates that sat for May/June 2009 NECO, only 10.68 percent has credit passes in five subjects including Mathematics and English which are acceptable basic standards for admission into tertiary institution. Also in 2008, only 13.76 percent of the 1,369,142 candidates that sat for the May/June WASSCE had credit passes in five subjects including mathematics and English.
(Federal Bureau of Statistics F.B.I 2010) narrowing it down to Enugu state due to the present changes and alterations going on, 6,3334 system to the 9,3,4 system which did not give room for students that failed to repeat classes so that they can improve, the carryover that is witnessed at the junior class level is the migraine facing the policy formulations of education at the higher level.
Enugu state, in the just concluded junior WAEC result, out of 1,205,268 that sat for the examination only 28,42 past English and mathematics. This mathematically represents about 12% (percent) performance. Analysis apportion the problem to lack of qualified teachers.
Despite the recent performances of WAEC/NECO and junior WAEC candidates, stakeholders believe that this is a further proof that all is not well with our educational sectors. Post primary educational sector has had its share of problems. In 2008 for instance, the sector was affected by a 10 – week nationwide industrial action embarked upon by the Nigeria union of teachers (N.U.T) that resulted in the alteration of school calendars. Tell May 17 2010).
Inadequate funding has hampered the future and sustenance of education in our land. The private sector could not courageously help the government to shoulder the responsibility of funding its schools. According to the United nations Educational Scientific and Cultural Organization UNESCO agreement of which Nigeria is signatory in 1998, it stipulates and recommends 26 percent allocation of a nation’s budget to education sector. But presently the sector is being allocated less than 15 percent in Nigeria.
SIGNIFICANCE OF THE STUDY
Depending on the nature of the activities in which the teacher engages, he is likely to meet children of different classes, interest and background for the inculcation of virtues and knowledge.
The significance of this study is to profer solution on how half baked teachers should be phased out in the annals of the teaching environment so that our children, students/pupils will no longer have stunted growth in terms of educational development. It will also suggest ways in which the teacher and the students will improve most especially as it relates to the teaching of the English language. This will seriously reduce mind boggling results we witness these days at the lower level.
RESEARCH QUESTION
The following are our research questions
a. Do we lack qualified teachers in English language in Enugu zone
b. Are there witnesses of poor performance in English language in Enugu zone.
SCOPE OF THE STUDY
The scope of this work revolves round the teacher, students, secondary schools in Enugu zone and more importantly the government who are the arrow head of school management in the state privately established and approved schools in Enugu zone are not included “but only schools owned by government are used.
LIMITATIONS OF THE STUDY
One of the major challenges that faced the researchers is the inability to reach all the government owned secondary schools in Enugu zone. For lack of funds the researchers confined themselves to five secondary schools. Also during this rainy period access to some school that are situated in the hinter land is bit more difficult and affected adversity the administration of questionnaires.
The availability of qualified teachers is crucial for effective teaching and learning of the English language in junior secondary schools, or any educational setting for that matter. Qualified teachers play a significant role in shaping students’ language skills, communication abilities, and overall language development. Here are some key points to consider:
- Language Proficiency: Qualified English language teachers should have a strong command of the language themselves. They need to be proficient in reading, writing, speaking, and listening. This proficiency serves as a model for students and helps them develop correct language usage.
- Pedagogical Knowledge: Effective English language teachers possess a deep understanding of language teaching methodologies, strategies, and approaches. They are knowledgeable about how languages are learned and can employ various techniques to cater to different learning styles.
- Subject Matter Expertise: Teachers should have a solid understanding of the English language’s grammar, vocabulary, syntax, and structure. This expertise allows them to teach these concepts effectively to students.
- Cultural Sensitivity: English language teachers often deal with diverse groups of students from various cultural backgrounds. Being culturally sensitive helps in creating an inclusive and respectful learning environment.
- Classroom Management Skills: Effective classroom management ensures that the learning environment is conducive to language learning. Teachers should be able to maintain discipline, engage students, and handle different classroom dynamics.
- Differentiated Instruction: Students have varying learning abilities and needs. Qualified teachers are capable of adapting their instruction to cater to these differences, ensuring that all students are challenged appropriately.
- Assessment and Feedback: Assessments help track students’ progress, and feedback provides them with guidance on areas for improvement. Qualified teachers can design assessments that accurately gauge language skills and provide constructive feedback.
- Professional Development: The field of language education is constantly evolving. Qualified teachers engage in continuous professional development to stay updated with the latest research, teaching methods, and technologies.
- Language Immersion: Creating an immersive English language environment within the classroom can greatly enhance language learning. Qualified teachers can incorporate activities that encourage students to use English in real-life scenarios.
- Communication Skills: Effective communication is essential for conveying ideas clearly and engaging students in meaningful discussions. Qualified teachers possess strong communication skills, both in English and in their interactions with students and colleagues.
- Technology Integration: Incorporating technology tools and resources into language teaching can make the learning process more engaging and relevant. Qualified teachers are comfortable using technology and can integrate it effectively into their lessons.
- Motivation and Inspiration: Qualified teachers have the ability to inspire students to take an interest in the English language. Their enthusiasm and passion for the subject can motivate students to actively participate and excel in their language learning journey.
Overall, the availability of qualified teachers who possess a combination of language proficiency, pedagogical knowledge, subject expertise, and interpersonal skills significantly impacts the effectiveness of teaching and learning the English language in junior secondary schools. These teachers play a pivotal role in shaping students’ language skills and fostering a positive attitude towards language learning.