AN INVESTIGATION INTO THE DEMEANORS OF TEACHERS POSTED TO TEACH IN RURAL AREAS IN NIGERIA
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education enables us to develop each aspect of our social lives, as well as to use and optimize our potentials and talents in order to effectively contribute to the development of settings (Haruna&Onyebu, 2011). Education is frequently regarded as the foundation of civilisation and progress. Western education was introduced following colonialism and Christianity, and it was a common method of attracting people. After people were drawn, it became necessary to educate them, which led to the establishment of schools in Nigeria, the first of which was The Christian Missionary School (CMS) in the Bariga district of Lagos State in 1859. Education in rural Nigeria is hampered by a lack of infrastructure, such as power, a poor road network, and a lack of resources. a lack of safe drinking water, a lack of health care facilities, a lack of security, insufficient teaching personnel, and, on occasion, non-payment of academic staff (Obanya Ahmed, 1999). Nigeria is primarily a rural civilization because the vast majority of its population lives in rural areas. In general, the government of Nigeria neglects and overlooks rural areas in terms of development, from social amenities to educational development. Despite the fact that rural Nigerians are frequently overlooked in government development projects, the country’s wealth is drawn from rural communities throughout the country. The country’s crude oil, limestone, and coal resources, among others, are heavily concentrated in rural areas( (Lawal Mandira, 2000). The underdevelopment of Nigeria has been linked to a lack of development in the country’s rural areas. . The neglect of rural areas is associated with a lack of development. People are forced to migrate from rural to urban areas as a result of the government’s neglect of rural areas, which has negative consequences such as overcrowding and overpopulation of urban areas, an increase in crime, unemployment, and other issues. Schools in rural areas were well staffed, and instructors were doing a good job of teaching, because missionaries and the colonial administration controlled them until successfully transferring them to the government after independence in 1960. (Kazeem Muraina, 1999). Rural villages or settlements have a small population, poor housing or lodging, unpaved roads, and little commercial activity. People’s primary occupation is agriculture, and they are socially isolated. Health care, portable water, adequate security, power, and a strong road network are examples of amenities. Due to the prevalence of the aforementioned qualities in such locations, teachers relocated to rural areas began to oppose their posting in favor of metropolitan centers, which contain the essential facilities not present in rural areas (Mbanefoh Abigail,1982). As a result of these factors, the number of instructors available to educate less fortunate children in rural schools has increased significantly. The state government is now forced to relocate or deploy teachers from urban to rural areas. This strategy failed because the vast majority of affected teachers always find a way to remain in metropolitan areas, where all of their basic and social needs are met.
The requirements are met.
1.2 Problem Identification
To name a few, rural Nigeria is plagued by a slew of underdevelopment issues, including inadequate basic health care, poor road networks, portable drinking water, high illiteracy, and a high incidence of severe poverty (Haruna&Onyebu, 2011). These developmental issues are thought to be impediments to rural Nigerian children receiving an education. It is obvious that long-term national growth is inextricably linked to the level of development and education provided to rural children; thus, the issue of education opportunities in Nigeria’s rural regions must be addressed with greater urgency. It could be argued that the problem of extreme poverty and illiteracy is a barrier to rural residents participating in education (Mbanefoh ,1982).
Education is essential.
As the intellect is to the body, universal education is critical to the country’s progress and development. Because the majority of the population still lives in rural areas, education, which is regarded as the foundation of any serious nation’s growth, should see significant development in rural areas. As a result, it is critical that Nigeria, as a developing country, does not take education lightly. This study, on the other hand, looks at the attitudes of teachers assigned to teach in Nigeria’s rural areas.
1.3 The Study’s Objectives
The study’s general goal is to examine the demeanor of teachers assigned to rural areas in Nigeria, and the specific goals are as follows:
i. To investigate the factors responsible for the transfer of
A teacher who moved from the city to the countryside.
ii. To assess the impact of relocating teachers from urban to rural areas on student academic performance.
iii. To identify the challenges faced by teachers transferred from urban to rural areas.
iv. To suggest methods for encouraging teachers to accept postings from urban to rural areas.
1.4 Research Issues
The study is intended to answer the following questions:
i. What factors contribute to a teacher’s relocation from an urban to a rural area?
ii. What effect does posting teachers from urban to rural areas have on student academic performance?
iii. What are the challenges for teachers transferred from urban to rural areas?
iv. What are the consequences?
How can teachers be persuaded to accept postings from urban to rural areas?
1.5 Importance of the Research
The findings of this study will help teachers change their attitudes toward teaching in rural schools. It is also useful to the Ministry of Education in determining the reasons for teachers being transferred to rural areas. It will also assist the government in determining why teachers have a negative attitude toward teaching in rural schools and finding a long-term solution to the problem. The study will also benefit many researchers, rural communities, and the general public.
The study will be important to the academic community because it will add to the existing literature.
1.6 The Study’s Scope
This
The study will look into the factors that led to a teacher’s relocation from an urban to a rural area. The study will assess the impact of relocating teachers from urban to rural areas on students’ academic performance. The study will look into the difficulties faced by teachers who are transferred from urban to rural areas. Finally, the study will suggest ways to encourage teachers to accept postings from urban to rural areas. As a result, this study is restricted to the Efon local government area.
1.7 Research limitations
The researcher was confronted with financial and access issues in the Local Government. There was no fund to print as many as possible questionnaires for this study. Furthermore, time factor pose another constraint because
The researcher had to shuttle between writing the research and engaging in other academic work, which made the researcher uncomfortable.
1.8 Terminology Definitions
The outward behavior or bearing is referred to as demeanor.
Rural areas are defined as villages or communities with a small population, poor housing, unpaved roads, a low level of commercial availability of potable water and electricity, and an inadequate transportation and communication system.
Teachers are individuals who assist others in acquiring knowledge, skills, or values. Anyone can take on the role of teacher informally.
Teaching: the process of attending to people’s needs experiences and feelings, and making specific interventions to help them learn particular things.
Urban areas: these are towns or cities that have
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