TEACHERS’ AVAILABILITY, SUPPLY AND DISTRIBUTION IN PUBLIC PRIMARY SCHOOLS IN BAYELSA STATE, NIGERIA

Authors

  • Stella Peremoboere Ugolo Dr., Director, Teacher Training, Registration and Certification Board, Yenagoa, Bayelsa State, Nigeria
  • Hezekiah O. Alonge Dr., Department of Educational Management, University of Benin, Benin City, Edo State, Nigeria

DOI:

https://doi.org/10.46827/ejes.v11i3.5227

Keywords:

availability, teacher, supply, distribution, primary schools

Abstract

The study is predicated on the assumption that teaching manpower is critical to education service delivery which is a vehicle for effecting sustainable growth and development of any society. The study therefore analyzed teachers’ availability, supply, and distribution in public primary schools in Bayelsa State. The study was descriptive adopting ex- post facto research design. The population of the study comprised all 3,571 teachers distributed across the 547 public primary schools in Bayelsa State as of the 2022/2023 academic session. It was a census study; therefore, a sample was not made. A checklist titled: Teachers Availability Distribution and Supply Checklist (TADSC) was used to collect data for the study. The data collected were analyzed using percentages and histogram charts. Findings from the study revealed that the enrolment of pupils in public primary schools was generally low and varied by local government area. It was also found that teachers were not adequately supplied while the available ones were not equitably distributed across the eight local government areas. Lastly, the results of the findings showed that the existing public primary schools in the State require adequately qualified classroom teachers for effective pedagogical-related assignments. Arising from the findings, it was recommended that the State government should provide existing public primary schools with basic teaching and learning facilities including qualified and adequate teaching manpower; rural communities should be provided with basic amenities while rural allowance/incentives for teachers should be increased to promote high teacher retention in local and rural areas; teachers should be redistributed across schools and local government areas for equity, fairness, and effective utilization by relevant authorities like the State Universal Education Board {SUBEB} and the State Ministry of Education.

 

Article visualizations:

Hit counter

Author Biographies

  • Stella Peremoboere Ugolo, Dr., Director, Teacher Training, Registration and Certification Board, Yenagoa, Bayelsa State, Nigeria

    Dr.S. P. Ugolo is a Director of the Teacher Training Registration and Certification Board, Bayelsa State, Nigeria. Her research interests are Educational Research, Planning and Management.

  • Hezekiah O. Alonge, Dr., Department of Educational Management, University of Benin, Benin City, Edo State, Nigeria

    Dr. H. O. Alonge is a Senior Lecturer in the Department of Educational Management, Faculty of Education, University of Benin, Benin City, Nigeria. His area of research interest is School Leadership Administration.

References

Akpotu, N. E (2018). Equity in resource allocation for the universal basic education in Nigeria. Mina: Guara Publishing.

Bandit, Y. (2015). Education is the most powerful investment in our future. UNICEF/ETHA.

Edakpor, E. & Romina, A. (2023). Influence of teachers’ distribution on teachers’ retention in public primary schools in Bayelsa State, Nigeria. International Journal of Advanced Research (IJAR) 11(5), 392 – 399.

Egboro, P. M. (2020). Availability and utilization of teachers in unity schools in Nigeria. Ilorin Journal of Education, 20(2), 71 – 81.

Eno-Abasi, S. (2015). Fading allure of Unity Colleges. The Guardian, 7th May 2012. Pp 21.

Federal Republic of Nigeria (2013). Nature Policy Education, Abuja: NERDC.

Harbinson, F. H. (1973). Human resources as the wealth of nations. New York: Oxford University Press.

Ibadin, V. O. (2010). An analysis of teachers’ utilization in urban and rural secondary schools in the Midwestern States of Nigeria. European Journal of Educational Studies, 2(2) 94 – 103.

Ingersoll, R. (2007). Is there really a teacher shortage? Philadelphia, P.A and Seattle, WA: 34 Consortiums of Policy Research in Education, University of Pennsylvania, and the center for the study of teaching and policy, University of Washington.

OECD (2018). Effective teacher policies: Insight from PISA, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264301603

UNESCO (2014). EFA Global Monitoring Report 2013/2014 Teaching and Learning: Achieving Quality for All, UNESCO, Paris, https://en.unesco.org/gem.report/allreports.

Ugolo, S. P. (2010). Assessment of education resources situation and utilization in Bayelsa State Public Secondary Schools. Unpublished PhD thesis, University of Benin, Benin City Nigeria.

Downloads

Published

2024-02-23

Issue

Vol. 11 No. 3 (2024)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).