Causes And Possible Solutions Of The Declining Male Science Teacher Enrolment
(A Case Study Of Enugu Education Zone)
The declining male science teacher enrolment in educational institutions has become a pressing concern with multifarious factors contributing to this phenomenon. One significant cause is the persistent gender stereotypes that associate teaching, particularly in the science field, with femininity. These stereotypes dissuade males from pursuing a career in science education, creating a skewed gender distribution. Additionally, societal perceptions and expectations often pressure men to pursue careers perceived as more traditionally masculine, further limiting the pool of potential male science educators. To address this issue, implementing targeted outreach programs and awareness campaigns is crucial in challenging these stereotypes and encouraging more men to consider teaching science. Furthermore, enhancing the professional development opportunities and career advancement prospects for male science teachers can contribute to reversing the trend by making the profession more appealing. Creating a supportive and inclusive environment within educational institutions is paramount, fostering a culture that values diversity and encourages individuals of all genders to pursue careers in science education.
The research invested the causes and possible solutions of the declining of male science teachers’ enrolment in Enugu Education Zone.
The study is a survey research. A survey research because it collected and analyzed data on the causes and possible solution to the declining male science teachers’ enrolment in Enugu Education Zone. The study was carried out in Enugu Education Zone. There are 35 Secondary Schools in Enugu Education Zone, while 15 was selected as sample for the study.
Number of teachers were used from the fifteen selected schools. Questionnaire was constructed by the researchers and administered to the respondents, which were collected and analyzed.
The results were analyzed using. Mean and standard Derivation, Recommendation were made and also suggestions for further work.
Title page ii
Approval page iii
Dedication iv
Acknowledgement v
Abstract vi
Table of content vii
CHAPTER ONE:
INTRODUCTION
1.1 Background of the study 1
1.2 Statement of the problem 4
1.3 Purpose of the study 5
1.4 Significance of the study 5
1.5 Scope of the study 6
1.6 Research Questions 7
CHAPTER TWO:
LITERATURE REVIEW
2.1 Conceptual Framework 8
2.2 The interest of Students in Learning Science 12
2.3 Qualification of Teachers Teaching Science
2.4 Factors that Causes the Declining of
Male Science Teachers 19
CHAPTER THREE
3.1 Research Methodologies 23
3.2 Research design 23
3.3 Area of study 24
3.4 Population of the study 24
3.5 Sample and Sampling Techniques 24
3.6 Instrument for data collection 24
3.7 Method of Data Analysis 25
3.8 Decision Rule 25
CHAPTER FOUR
Data Presentation and Analysis 26
CHAPTER FIVE:
DISCUSSION, CONCLUSION AND
RECOMMENDATION
5.1 Discussion of findings 31
5.2 Recommendation 31
5.3 Suggestion for further study 31
5.4 Summary/conclusion 36
Reference 37
Appendix 1 39
Appendix 11 41
Questionnaire 42
INTRODUCTION
1.1 Background of the study
Education is the process that brings about the development of intellectual, physical and emotional qualities of children so that they may grow into useful and intelligent citizen. He further described specifically general education as being designed to develop the functional understanding of the essential elements of life and society which people must posses to live. The social demand for education has brought about the increase in the enrolment of students in schools this fact was confirmed by Nwaliani (2000) who pointed out that the social demand approach considers education as service that is demanded by the people just like any other goods or services. Thus, the free education at the primary and secondary school levels were response to the social demand by the people. The free education has perhaps led to a considerable increase in students’ enrolment in the schools and has creased demand for more equitable distribution of teachers to schools. Aghernta, (2000) added that the enrolment of students increased from 80,272 in 1996 to 142,560 in 2006 an increase of 78% while the number of 142,560 in 2006 an increase of 78% while the number of teachers in the schools rose from 3,264 in 1996 to 5,415 during the same period giving an increase of 66% (Ministry of Education 2006)
In 1878, science was taught to those who may not be able to further in science. Question arose about the existence of the three separate subjects. Advanced countries were developing and we are doing sciences without proper study.
After this work of separating science subjects, a joint working section of representative from the core science committee made efforts to improve sciences.
By 1920s the nature study was not effective and new development in curriculum of the basic science and some cultural values as well as intellectual stimulation were brought into the curriculum.
The National Science Foundation (NSF) independence agency of the federal government created by the National Science Foundation Act of 1950 as amended (Pub. L.31-597). The agency is responsible for promoting the progress of science and advancing the nations health, prosperity, welfare and security by supporting research and education in field of science.
With regard to Comparative Education Study and Adaptation Centre (CESAC) and educational development overseas that sponsored the (integrated science workshop) and the working section through all British Council in Nigeria.
United National Education Scientific and Cultural Organization (UNIESCO) gave material support while Nigeria limited publishers published the hand books introduced in the workshop.
Adesina (1996) stated that this practice restricted science tending to only those in higher classes, however the period from 1968 to 1970 witnessed a series of joint effort by Science Teachers Association of Nigeria (STAN) and Comparative Education Studies and Adaptive Centre (CESAC) to redesign science to meet the need of less science oriented students and to be taught in secondary schools.
Since there are separation of the science subject into physics, biology and chemistry a lot of problems arise during the process because the numbers of teachers teaching these subjects are declining especially men, because they tend to look for more lucrative jobs. Therefore, we need to research into the causes and possible solutions to the declining male science enrolment.
1.2 STATEMENT OF THE PROBLEMS
The ultimate aim of education is to provide knowledge of the World. In an effort to do this knowledge has been divided into a system of studies called subjects with science as one of the elements of the system.
Science therefore attempts a unified view of the World thus some of these problems arose as a result giving birth to sciences in the post primary school curriculum of our school system.
Some of these problems are:
a. The causes of the declining make science teachers that could effectively teach sciences.
b. The qualification of the teachers teaching sciences in our schools.
c. The possible solution to the causes of the declining of the male science teachers in our schools.
d. The interest of the students learning science.
e. The availability of materials for teaching of sciences.
f. The presence of science laboratories in the secondary schools.
1.3 PURPOSE OF THE STUDY
The main purpose of this study is to find the causes and lasting possible solutions to declining male science enrolment in the post primary schools in Enugu Educational Zone.
1.4 SIGNIFICANCE OF THE STUDY
This study is very essential to the extent that it helps to identify the causes and possible solutions to the declining of male science teachers in our schools specifically in Enugu Educational Zone.
The researchers expected that if the suggestions and proposition in this research work are implementation effectively and diligently, the complain on the declining of the male science teachers will be a game of the past. The research work will be of benefit to the following group of people.
a. Government: The benefit is that there will be inculcation of the generality of Nigerians sense of pride towards science development by reviewing salaries of the male science teachers and this will improve the male science teachers’ enrolment in schools.
b. The society: The benefit is that there will be mobilization of the entire society towards total sufficiently and self reliance in imported sciences.
1.5 SCOPE OF THE STUDY
This study covers all the Government Secondary school in Enugu Education Zone.
1.6 RESEARCH QUESTIONS
The following research questions were formulated to guide the study.
1. What are the causes of the declining of the male science teachers’ enrolment?
2. What are the possible solutions to the declining male science teachers’ enrolment?
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Causes And Possible Solutions Of The Declining Male Science Teacher Enrolment
The declining enrollment of male science teachers can be attributed to a combination of social, cultural, and systemic factors. Understanding these causes and proposing possible solutions is essential to address this issue and promote gender diversity in the teaching profession. Here are some key causes and potential solutions:
Causes:
Societal Stereotypes: Traditional gender stereotypes may dissuade males from pursuing careers in teaching, especially in subjects like science. Teaching is often perceived as a feminine profession, which can discourage men from considering it as a viable career option.
Low Pay and Status: Teaching is often undervalued in terms of both compensation and social status. This can make it less attractive to men who may seek higher-paying or more prestigious careers.
Lack of Male Role Models: The scarcity of male science teachers can create a lack of role models for boys interested in STEM subjects. This absence of representation may further discourage males from entering the profession.
Diversity of Career Options: Men may perceive more career opportunities in STEM fields outside of teaching, such as research, industry, or engineering, which often come with higher salaries and advancement prospects.
Possible Solutions:
Promote Gender Diversity: Encourage and celebrate male science teachers to serve as role models for boys. Highlight their contributions and achievements within the teaching profession.
Raise Teacher Salaries: Increase teacher salaries to make the profession more competitive with other STEM-related careers. Higher pay can attract a wider pool of talent, including men.
Revise Curriculum and Teaching Methods: Develop and implement teaching strategies and curriculum materials that appeal to a diverse range of students, regardless of gender. This can make science teaching more engaging and appealing to male and female teachers alike.
Educate and Challenge Stereotypes: Launch public awareness campaigns and educational programs to challenge traditional gender stereotypes and promote teaching as a valuable and fulfilling career choice for everyone.
Supportive Policies: Implement policies that support work-life balance, professional development, and career advancement for teachers, which can attract and retain male educators.
Recruitment Efforts: Actively recruit male science teachers through targeted outreach programs and scholarships designed to attract men into the teaching profession.
Mentorship Programs: Establish mentorship programs that connect aspiring male science teachers with experienced educators who can guide and support them in their career paths.
Flexible Pathways: Create flexible pathways for individuals with STEM expertise to transition into teaching, making it easier for professionals in STEM fields to become educators.
Promote STEM Education for All: Advocate for STEM education initiatives that emphasize the importance of diversity in the classroom and the benefits of having a variety of perspectives among educators.
Addressing the declining enrollment of male science teachers requires a multifaceted approach that tackles both societal biases and systemic challenges. By taking proactive steps to make the teaching profession more attractive and inclusive, we can encourage more men to pursue careers in science education, ultimately benefiting students and society as a whole.