Availability Of Qualified Teacher In Effective Teaching And Learning Of English Language In Junior Secondary School
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Availability Of Qualified Teacher In Effective Teaching And Learning Of English Language In Junior Secondary School
ABSTRACT
This study aims to assess the availability of qualified instructors for successful English language teaching and learning in our junior secondary schools, with a focus on schools in the Enugu zone of Enugu State. ‘
Our theoretical framework was founded on pragmatist theory, which is a philosophical example of innovation based on policy orientation and an abstract worldview, with pure concepts serving as the yardstick (instrument) for assessment, teaching, and learning English. Our approach of data collection is primary sources, which allows us to organise the material quantitatively.
Two hypotheses were tested: there is a scarcity of trained English teachers in the Enugu zone, and pupils’ English language proficiency is weak.
The study suggests that the Ministry of Education grab the bull by the horns and address the endemic problem. Non-dedicated and incompetent teachers should be fired, and arrangements will be implemented to encourage teachers and pupils who improve their performance output and productivity.
Chapter one
Background of the study
Contemporary education is a vital asset and factor in the solution of current equations, whether in terms of individual self-actualization, socioeconomic demands, natural development and consolidation, or the alteration of our children’s attitudes and behaviours.
However, education, like other major human enterprises and human conditions, is distinguished by the fact that it provides a thorough interpretation of essential topics and events that are relevant to them.
These ideologies are based on the instructor, environment, and students, who are the primary pillars or reasons for its success. In the classroom, the teacher fulfils critical functions such as instructing and evaluating students, controlling the class, creating a conducive learning environment, and motivating children to study.
Ukeje (1984), but outside of the classroom, the role varies, as does the emphasis assigned to each of the child’s responsibilities in the classroom. He now, consciously or unconsciously, serves the critical duty of socialising the school and community.
According to Madukwe (2008), teachers are expected to actively participate in extracurricular activities in a variety of situations. According to Onimode (2008), even if the teacher enjoys the students’ goodwill, his interaction with them, in which he is anticipated to be less disapproving, less authoritarian, less formal, more pleasant, and accommodating, may be enticing.
After considering all of this, we can conclude that such a human phenomena no longer exists in Enugu state public schools, which is why education, as opposed to learning, is expected to fade into the background.
All of the qualities mentioned above, which are considered skills that every teacher is expected to have, are absent, and they may be environmentalist or humanistic in nature. Regardless, this study may provide a remedy for them.
Statement of the Problem
One of the greatest difficulties to effective teaching and learning in Nigeria is a lack of competent teachers. Statistics reveal that our academic universities and training institutes produce a large number of teachers each year, yet their impact is not felt in the classroom or on exams.
Our students’ achievement in the 2009 WAEC and NECO examinations was not spectacular. In the 2009 NECO General Certificate Examination (GCE), only 1-8 percent of the 236,613 who sat for the exams in 1,708 centres in the country received five credit passes, including mathematics and English language.
In the same year, candidates who took the senior secondary school tests fared no better. Out of 1,373,009 applicants who failed the exams, 25.99 percent had five credit passes in five disciplines, including mathematics and English language.
On the other hand, of the 1,184,907 candidates who took the May/June 2009 NECO, just 10.68 percent received credit passes in five courses, including Mathematics and English, which are acceptable fundamental levels for admission to postsecondary institutions. Also in 2008, just 13.76 percent of the 1,369,142 applicants who took the May/June WASSCE received credit passes in five areas, including mathematics and English.
(Federal Bureau of Statistics, FBI 2010) Narrowing it down to Enugu state due to the current changes and alterations going on, from the 6,3334 system to the 9,3,4 system, which did not allow students who failed to repeat classes to improve, the carryover that is observed at the junior class level is the migraine facing higher-level education policy formulations.
Enugu state’s junior WAEC results show that only 28,42 out of 1,205,268 candidates passed English and mathematics. This mathematically reflects approximately 12% (percent) performance. The analysis attributes the problem to a lack of trained teachers.
Despite recent performances by WAEC/NECO and junior WAEC candidates, stakeholders say this is another evidence that everything is not well in our educational sectors.
The post-primary education industry has had its fair share of issues. In 2008, for example, the industry was impacted by a 10-week nationwide industrial action initiated by the Nigeria Union of Teachers (N.U.T), which resulted in the change of school calendars. Tell (May 17, 2010).
Inadequate funding has jeopardised the future and sustainability of education in our country. The business sector could not boldly assist the government in shouldering the obligation of funding its schools.
According to the United Nations Educational Scientific and Cultural Organisation (UNESCO) accord, which Nigeria signed in 1998, the education sector should get 26 percent of a country’s budget. However, the industry is now allotted less than 15% in Nigeria.
Significance of the Study
Depending on the nature of the activities in which the teacher participates, he is likely to encounter youngsters from various classes, interests, and backgrounds for the purpose of instilling virtues and knowledge.
The purpose of this study is to propose a solution for how half-baked teachers should be phased out of the teaching environment so that our children, students, and pupils do not experience stunted growth in terms of academic development.
It will also propose strategies for the teacher and students to improve, particularly in the teaching of English. This will significantly diminish the mind-boggling results we are seeing these days at the lower levels.
RESEARCH QUESTION:
The following are our research questions.
a. Is there a shortage of trained English teachers in the Enugu zone? b. Is there evidence of low English language performance in the Enugu zone?
SCOPE OF THE STUDY:
The scope of this work revolves around the teacher, students, secondary schools in Enugu zone, and, most importantly, the government, which is the arrowhead of school management in the state. Privately established and approved schools in Enugu zone are not included, and only government-owned schools are used.
Limitations of the Study
One of the most significant obstacles that the researchers experienced was their inability to contact all government-owned secondary schools in the Enugu zone.
Due to a lack of money, the researchers limited themselves to five secondary schools. Also, during this wet season, entry to some schools in the hinterlands is more difficult, which has hampered questionnaire administration.
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