Status And Commitment Of Teachers Human Resources To Mathematics Teaching In Ogun State Secondary Schools By Adebola S. Ifamuyiwa Abstract This study determined the quantity, quality and commitment of mathematics teachers to teaching in Ogun State secondary schools. Four hundred mathematics teachers randomly selected from the one hundred public secondary schools across the twenty local government areas of the state participated in the study. A questionnaire, STMQ, designed and validated by the researcher was used to collect data. Data was analyzed using frequency counts, simple percentages and t test of significance. Findings revealed that while the teachers quality in terms of professional status and years of teaching experience appeared to be adequate and manageable, the quantity of the teachers across the twenty local government areas actually fell below expectations. The study also found that the Mathematics teachers commitment to teaching is significantly influenced by their professional status. It was therefore recommended that more qualified mathematics teachers be employed by the state s teaching service commission to strengthen the number of qualified mathematics teachers in the state secondary schools. It was also suggested that some indices of commitment like remuneration, promotion, sponsored training and special allowance be provided for the mathematics teachers in order to improve their commitment to teaching. Keywords: Commitment to Teaching, Mathematics Teachers, Professional Status, Quality, Quantity. Introduction The concept of resources in teaching according to Onwuakpa (1999) means equipment and materials, which the teacher can use to help in the achievement of his lesson s objective. In terms of the human resources required in the secondary school, the most important are the teachers and their pupils. Oloyede (2003) classified teaching resources into two: human and material resources. Human resources indicators include staff strength, teacher quantity, quality, qualification and experience while material resources include physical size of a school, physical facilities, and instructional facilities such as libraries, laboratories and workshops. The availability and adequacy of these resources in schools have been shown to relate significantly Volume 8, No. 2, December 2008 Page 159
with students academic performance and teaching effectiveness. Oni (1995) emphasized that the availability and adequacy in quantity and quality of these facilities promote effective teaching and learning activities in schools, while their inadequacy affects the students academic performance negatively. Obemeata (1995) corroborated this assertion by submitting that if all the factors, which are indicators of school quality are provided, the achievement of the objectives of secondary school education will be high. A teacher, according to Dada (1999), is someone who has been specially prepared and trained to exercise the profession of teaching by imparting knowledge, skills and other personal qualities to learners in a formal school setting. He is the professional engaged in the development of the learner s head, hand and heart (the 3 H s). The principal role of a teacher is to instruct the students. This involves dissemination of information such as ideas, skills knowledge, values and competencies about a particular subject (Mathematics inclusive) to the students. Teachers are largely responsible for the translation and implementation of educational policies, curricular contents, instructional materials and packages, as well as assessment of students learning outcomes. The teacher also exerts a lot of influence on the process of socialization and character formation of the students within the learning environment. The importance of teachers and teacher education has been clearly underscored in the National Policy document which states that no education can rise above the quality of its teachers (Federal Republic of Nigeria, 2004). The policy stipulates that the government of Nigeria shall continue to give to teacher education deserved emphasis in all educational planning and development, and that the Nigeria Certificate in Education (NCE) shall be minimum qualification for entry into the teaching profession. The quantity and quality of teachers produced in Nigeria for Science, Technology and Mathematics Education over the years however have not been able to meet up with the national expectations and needs. Inadequate teacher training and preparation as well as dwindling enrolment of pre-service teachers remain a big issue in the Nigerian educational system (Adeogun, 1999; Maduewesi, 2005). Teacher-related problems like poor teacher preparation, shortage of qualified and quality Mathematics teachers, poor teachership in terms of commitment, devotion and dedication to duty and poor motivation have been shown to exert considerable influence on students learning outcomes in Mathematics (Buhari, 1994; Ifamuyiwa, 1999). The researchers pointed out that many of the teachers teaching Mathematics in secondary schools in Nigeria are nonprofessionals who lack necessary knowledge of elementary principles and practice of education. Nigerian secondary schools are thus faced with the problem of shortage of suitable Mathematics teachers, added the researchers. Generally, teachers in Nigeria (Mathematics teachers inclusive) are not respected like other professionals as a result of the very low status, which the Nigerian society accorded the teaching profession. This had consequently affected the teachers attitudes to teaching and suitability on the job. Thus, the average Nigerian secondary school Mathematics teacher lacked the motivation, morale zeal, commitment and devotion needed for effective Mathematics instruction in the schools. However, available literature in this area of study showed that the adequacy or otherwise of teachers and other school resources as they affect students academic achievement have been the major concern of the researchers. Thus, a study of the status and commitment to teaching of mathematics teachers at the secondary school level requires empirical verification as considered in this study. Volume 8, No. 2, December 2008 Page 160
Statement of the Problem This study sought to determine the supply of mathematics teachers, in terms of quantity (number) and quality (professional status and years of teaching experience), in Ogun State secondary schools. The teachers commitment to Mathematics teaching according to their professional status was also investigated. Research Questions This study found answer to the following questions: 1. What is the distribution of mathematics teachers in Ogun State secondary schools? What percentages of the available teachers are professionally qualified to teach secondary school Mathematics? What is the distribution of the available teachers in terms of years of teaching experience? Hypothesis The hypothesis tested in the study is stated as follows: Teachers commitment to mathematics teaching in Ogun State secondary schools is not dependent on their professional status. Methodology The study adopted a survey research design in carrying out the investigation. Population and Sample The target population for the study consists of all the Mathematics teachers in Ogun State secondary schools. Five secondary schools were randomly selected from each of the twenty local government areas of the state to ensure uniformity. Four mathematics teachers were then randomly selected from each of the one hundred chosen schools. Thus, four hundred mathematics teachers (220 males and 180 females) participated in the study. Instrument The major instrument used for the study was a researcher designed and validated questionnaire named Status of Mathematics Teachers Questionnaire SMTQ). The SMTQ had two sections. Section A focused on the teachers personality data like gender, class(es) taught, qualifications, area of specialization and years of teaching experience. Section B contained twenty-one statements, to which the teachers were requested to respond on a four point Likert rating of Strongly Agree (4), Agree (3), Disagree (2) and Strongly Disagree (1), indicating teachers commitment to Mathematics teaching. The twenty-one statements consist of 14 positively and 7 negatively framed items. The positive items are scored with the points indicated by the ratings while the scoring was reversed for the negative items. The SMTQ was subjected to expert s scrutiny for the purpose of ensuring face and content validity. The corrections and suggestions of the experts (two professors of educational evaluation) were used to modify some items in the questionnaire before its use. The reliability Volume 8, No. 2, December 2008 Page 161
off the SMTQ was also determined by administering it on a sample of 30 mathematics teachers selected from five schools in Ibadan metropolis. The Cronbach alpha reliability coefficient of SMTQ is 0.812, an indication of a high internal consistency of the instrument. Data Analysis The data collected was analyzed using frequency counts, simple percentages and the t test of significance at the.05 confidence level. Results Research Question 1 What is the distribution of Mathematics teachers in Ogun State secondary schools? Table 1: Distribution of Mathematics Teachers in Ogun State Secondary Schools Local Govt. Area Expected No. of Mathematics Teachers (in 5 Schools) Number of Mathematics Teachers (in 5 Schools) Percent (%) Abeokuta North 60 40 66.67 Abeokuta South 60 46 76.67 Ado-Odo Ota 60 30 50.00 Ewekoro 60 28 46.67 Ifo 60 27 45.00 Ijebu East 60 30 50.00 Ijebu Ode 60 42 70.00 Ijebu North 60 36 60.00 Ijebu North East 60 26 43.33 Ikene 60 28 46.67 Imeko Afon 60 26 43.33 Ipokia 60 24 40.00 Obafemi Owode 60 32 53.33 Odeda 60 28 46.67 Odogbolu 60 35 58.33 Ogun Water Side 60 28 46.67 Remo North 60 26 43.33 Sagamu 60 37 61.67 Yewa North 60 38 63.33 Yewa South 60 36 60.00 Total 1200 671 55.92 The result in table 1 revealed that the number of Mathematics teachers in Ogun State secondary schools fall below expectations in all the sampled schools across the twenty local government areas. Out of the expected 1,200 mathematics teachers, just 671 (representing 55.9%) teachers were found teaching the subject in the schools. In addition, 9 local government areas (comprising 45 schools) had less than 30 mathematics teachers in their schools while only Volume 8, No. 2, December 2008 Page 162
2 local government areas (just 10 schools) had 42 Mathematics teachers in their schools. None of the local government areas recorded the maximum number of mathematics teachers (60) in their secondary schools in the state. Research Question 2 What percentages of the available teachers are professionally qualified to teach secondary school Mathematics? Table 2a: Distribution of Mathematics Teachers in Ogun State Secondary Schools According to Qualification Qualification Frequency (N) Percent (%) NCE (with Mathematics) OND/NCE (other disciplines) HND/B.Sc. (without education) B.Sc. (Ed), B.Ed (Mathematics) B.Sc. (Ed), B.Ed (other disciplines) 93 37 100 142 28 23.25 9.25 25.00 35.50 7.00 Total 400 100.00 The result in table 2a revealed that about 36% of the teachers had B.Sc. (Ed) or B.Ed in Mathematics, only 7% had B.Sc. (Ed) or B.Ed in other subject disciplines, 25% had HND or B.Sc. (without education), about 23% had NCE in Mathematics while 9% had OND or NCE in other disciplines. The summary of the teachers distribution according to their professional status is presented in table 2b. Table 2b: Distribution of Mathematics Teachers in Ogun State Secondary Schools According to Professional Status Mathematics Teachers Frequency (N) Percent (%) Professionally Qualified Non Professionals 235 165 58.75 41.25 Total 400 100.00 The result in Table 2b revealed that about 59% of the available Mathematics teachers in Ogun State secondary schools are professionally qualified to teach Mathematics while the remaining 41% are the teachers who teach Mathematics in the schools but are not professionally qualified to do so. Research Question 3 What is the distribution of the available teachers in terms of years of teaching experience? Volume 8, No. 2, December 2008 Page 163
Table 3: Distribution of Mathematics Teachers in Ogun State Secondary Schools According to Years of Teaching Experience Teaching Experience Frequency (N) Percentage (%) Less than 5 years Between 5 & 10 years More than 10 years 103 170 127 25.75 42.50 31.75 Total 400 100.00 The result in table 3 revealed that about 43% of the mathematics teachers in Ogun State secondary schools had taught Mathematics for between 5 and 10 years, about 32% of the teachers had put in more than 10 years of mathematics teaching while the remaining 26% are relatively young in the system with less than 5 years experience of teaching mathematics in the schools. That is, about 74% of the available Mathematics teachers in the schools have been teaching Mathematics for more than 5 years. Hypothesis Teachers commitment to mathematics teaching in Ogun State Secondary Schools is not dependent on their professional status. Table 4: Difference in Mathematics Teachers Commitment to Teaching According to Professional Status Mathematics Teachers N Mean S.D. d.f. t Sig. Professionals 235 66.44 9.08 398 2.85 0.005* Non Professionals 165 62.62 7.11 Total 400 * revealed significant t at.05 confidence level The results in table 4 revealed a significant outcome (t = 2.85, P < 0.05). This implied that the difference between the mean commitment to mathematics teaching scores of the professionally qualified and the non-professionally qualified mathematics teachers is statistically significant at the 0.05 confidence level. As a result, the null hypothesis is rejected. The professional teachers with a higher mean commitment score of 66.44 had better commitment to mathematics teaching than the non-professional teachers whose mean commitment score is 62.62. Hence, teachers commitment to Mathematics teaching in Ogun State secondary schools depended on the professional status of the teachers. Volume 8, No. 2, December 2008 Page 164
Discussion The findings of the study revealed that the quantity of mathematics teachers in Ogun State secondary schools is not low. More than 50% of the expected teachers are in the schools teaching Mathematics. There is however need for improvement. In the twenty local government areas of the state, only two had more than 70% of the expected/required mathematics teachers in their schools. This finding corroborates the submission of Oyedeji (1996) that there is shortage of human and material resources needed for effective teaching of Mathematics. The study found out that in Ogun State secondary schools there are more professionally qualified Mathematics teachers than the non-professionals. This finding contradicts the earlier findings of Buhari (1994) and Ifamuyiwa (1999) that many secondary schools mathematics teachers are non-professionals. In addition, the study found that majority of the teachers teaching Mathematics in Ogun State secondary schools (about 74%) had taught Mathematics at that level for more than 5 years. This implied that majority of the Mathematics teachers in Ogun State secondary schools are experienced teachers. It thus appears that the quality of Mathematics teachers in Ogun State secondary schools (in terms of professional status and years of teaching experience) is adequate. This situation is not however true for all the schools covered in the study. Another finding of the study is the significant difference found between the commitment of professionally qualified mathematics teachers and their non-professional counterparts to mathematics teaching. The professionally qualified teachers are more committed to their jobs than the non-professionals. This outcome may be attributed to the exposure of the former teachers, during their training, to elementary principles and practices of education and the methodology of teaching Mathematics in schools. The qualified teachers have come to believe in what they are doing and are prepared to put in their best as against the non-professional teachers who are still hopeful of better jobs somewhere else, the so called greener-pasture, as soon as the opportunity presents itself. Recommendation From the results obtained in this study, it appears that the quantity of mathematics teachers in Ogun State secondary school is high in a few local government areas but fell below expectations in all the twenty local government areas of the state. It is hereby recommended that the state s teaching service commission should employ more qualified mathematics teachers especially in the local government areas where the number falls very much below expectations. The non-professional mathematics teachers in the state should be encouraged to attend inservice training that would ensure that they become professional mathematics teachers. Necessary incentives such as proper and timely remunerations, special allowances, sponsorship to seminar, workshops and conferences and regular promotions could be provided for mathematics teachers in the state in order to improve their job commitment and thus help to improve students performance in Mathematics in Ogun State secondary schools. One limitation of this study is its scope. It is hereby suggested that a national study in this area be carried out in order to ascertain the quality and quantity of the human resources available for mathematics teaching in Nigeria. This will ensure that the objectives of secondary school education in Nigeria are achieved. Volume 8, No. 2, December 2008 Page 165
References Adeogun, A. A. (1999). The quantity and quality of teachers as correlates of effective implementation of senior secondary school curriculum in Lagos State. Nigerian Journal of Curriculum Studies. 6 (1), 69-72. Buhari, N. A. (1994). Planning factors that influence students performance in Mathematics. Unpublished M.Ed. Dissertation, University of Ibadan. Dada, A. (1999). The teacher and the curriculum. Ibadan: Tejama General Enterprises. Fabayo, O. R. (1998). Evaluation of some aspects of schools quality in secondary schools in Kwara State. Unpublished Ph.D. Thesis, University of Ibadan. Federal Republic of Nigeria (2004). National policy on education (4th Edition), Lagos, Nigeria: NERDC Press. Ifamuyiwa, A. S. (1999). Problems facing Mathematics teaching and learning in Nigeria. Nigeria Journal of Curriculum Studies. 6 (1), 51-55. Maduewesi, E. J. (2005). Benchmarks and global trends in education. Benin City: Dasylva Influence Enterprises. Obemeata, J. O. (1995). Education: An unprofitable industry in Nigeria. Interdisciplinary Research Discourse. University of Ibadan. Oloyede, D. O. (2003). Resource availability, utilization and academic achievement of students in selected secondary schools in Ibadan. Ibadan Journal of Educational Studies. 3 (1 & 2), 40-47. Oni, J. O. (1995). Educational resource: An introduction. Abeokuta: Gbemi Sodipo Press Limited. Onwuakpa, F. I. (1999). Resources for effective communication of Mathematics in Nigeria secondary schools. In J. O. Obemeata; S. O. Ayodele and M. A. Araromi (Eds.). Evaluation in African in honour of Prof. E. A. Yoloye. Ibadan: Stirling Horden Publishers (Nig.) Ltd., 253-259. Oyedeji, O. A. (1996). Difficult teaching topics in the Mathematics syllabus for Nigerian secondary schools. OSU Journal of Educational Studies. 4 (1), 81-89. Dr. Adebola S. IFAMUYIWA Lecturer in the Department of Curriculum Studies and Instructional Technology, Faculty of Education, Olabisi Onabanjo University, Ago-Iwoye, Ogun State, Nigeria Email address: saji_38@yahoo.com Mobil phone: 08055218257 Volume 8, No. 2, December 2008 Page 166